Today's educators and K-12 students need to be information literate: to be able to locate, evaluate, use and share information. California State University notes several specific reasons for students to be information literate:
* So they can successfully navigate through proliferating information resources
* To improve their quality of education
* To learn additional tools to reinforce course content
* To enhance lifelong learning.
The American Association of School Librarians (AASL) has established information literacy standards for K-12 students, which are aligned with the Association of College and Research Libraries (ACRL) information literacy competency standards for higher education. Thus, undergraduate students and teacher candidates need to learn the ACRL information literacy competencies in order to succeed in college, as well as design curriculum that insures that their own future K-12 students meet information literacy standards as defined by AASL.
California State University Long Beach has developed a series of learning experiences that help students and teachers incorporate information literacy into the library media program and collaborate with classroom teachers to infuse information literacy across the curriculum. Library Media Teacher Services Credential Program Coordinator Dr. Farmer and University Librarians John D'Amicantonio and Tiffini Travis developed this Web site to provide Web sites and other resources on information literacy and supportive lesson plans. All book titles are located at CSULB's library. The main part of the Web site is comprised of seven modules: an overview, followed by each of the Big6 research steps.
The "Big6�" is copyright (c) (1987) Michael B. Eisenberg
and Robert E. Berkowitz. For more information, visit: www.big6.com
The
assignments section lists Web sites and print resources that offer lesson plans
that incorporate information literacy skills. Transcripts from the seven-part
video produced by KOCE reconstruct a class research project process.
Additionally, the KOCE broadcasting station, in partnership with Dr. Farmer and Orange County library media teachers, developed a seven-part videotape series on information literacy. Each video focuses on one step in the information literacy research process, using Dr. Eisenberg&Berkowitz's Big6model: the most well-known information literacy model used in K-12 settings. Using high schoolers to dramatize each step, each 10-minute episode shows how students work with teachers and library media teachers to conduct research effectively. The seventh episode dramatizes the teacher-librarian partnership in developing effective learning activities that incorporate information literacy. To play the video clips, use RealMedia Player. Together, the videos and Web presence enable students and teachers to explore the details of information literacy, and practice those skills in self determined, meaningful ways.
INFORMATION LITERACY COMPETENCY STANDARDS FOR HIGHER EDUCATION
http://www.ala.org/acrl/ilcomstan.html
These standards apply to students in higher education.
The site details the standards, their indicators, and their role within lifelong learning.
INFORMATION LITERACY STANDARDS FOR STUDENT LEARNING
http://www.ala.org/aasl/ip_nine.html
These nine standard apply to K-12 students.
From
Information Power: Building Partnerships for Learning, by American Association
of School Librarians and Association for Educational Communications and
Technology. Copyright 1998 American Library Association and Association for
Educational Communications and Technology. Reprinted by permission of the
American Library Association.
INFORMATION LITERACY RESOURCE GUIDES FOR SCHOOL LIBRARY MEDIA PROGRAM DEVELOPMENT
http://www.ala.org/aasl/resources/infolit.html
Well-organized and researched documents that help librarians work with teachers and families to insure that students learn and practice information skills.
TECHNOLOGY STANDARDS
The International Society for Technology in Education has developed technology standards and indicators for K-12, higher education, and educators.
Information Literacy means essentially the ability to locate, evaluate, select, use, and share information effectively.
CSULB's Information Literacy Standards are found at: http://www.csulb.edu/library/guide/infocomp.html
Their
online tutorial is found at: http://nike.cecs.csulb.edu/~surf/
21st century literacies shows several Generation X
approaches: http://www.kn.sbc.com/wired/21stcent/information.html
Florida International University Libraries developed a selective bibliography on information literacy: http://www.fiu.edu/~library/ili/biblio.html
Another good bibliography of information literacy
competencies with links to university programs, is found at: http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/informationliteracy.htm
The Institute of Information Literacy focuses on implications for administrators and faculty.
http://www.ala.org/ala/acrl/acrlissues/acrlinfolit/professactivity/iil/welcome.htm
Wisconsin�s model academic standards melds information
and technology literacies throughout the curriculum, and benchmarks targeted
performances at 4th, 8th, and 12th grades: http://www.waunakee.k12.wi.us/DPI_Standards/matrix.htm
The Kansas State Department of Education aligned its
information literacy standards to the American Association of School
Librarians�, and developed benchmark indicators for each standard: http://www.ksde.org/outcomes/libstd52001.pdf
Mankato (Minnesota) area schools developed grade-level
targeted performance standards for information and technology skills: http://www.isd77.k12.mn.us/resources/infocurr/benchmarks.pdf
School Librarian Peter Milbury evaluated and gathered
information literacy and library skills resources for use in school settings: http://www.school-libraries.org/resources/literacy.html
Several models of the research process, which is a core element of information literacy. Several are defined and explained in an Eduscapes web site: http://eduscapes.com/info/models.htm
Kentucky has developed information literacy benchmarks at
each grade: http://www.education.ky.gov/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Library+Media/Information+Literacy+-+Library+Media.htm
� TRAILS (Tool for Real-time Assessment
of Information Literacy Skills) is a federally-funded project to create a
standards-based, free tool for LMSs and HS teachers to assess students� info lit
skills: http://www.trails-9.org/
The supplementary video on information literacy, developed by KOCE, uses the Big6 model: http://www.big6.com/
Regardless of the model used, or aspect of information literacy addressed, the most powerful instruction and learning occurs when the teacher and librarian collaborate, each bringing his/her own expertise to the table. As they work to design effective learning activities that meet student needs, they model the kind of cooperative learning that students should undertake themselves as lifelong learners.
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Information
Literacy Web Sites
NATIONAL FORUM ON INFORMATION LITERACY
An international consortium of information literacy agencies
and experts
DIRECTORY OF ONLINE RESOURCES ON INFORMATION LITERACY
http://bulldogs.tlu.edu/mdibble/doril/
A rich list of definitions, models, assessments, research,
and tutorials
INFORMATION LITERACY ON THE WWW
http://www.fiu.edu/~library/ili/iliweb.html
Florida
International University's metasite of information literacy links
DIRECTORY OF ONLINE RESOURCES FOR INFORMATION LITERACY
http://bulldogs.tlu.edu/mdibble/doril/
Texas
Lutheran University's metasite of information literacy links
S.O.S FOR INFORMATION LITERACY
http://informationliteracy.org/default.php
A
federally-funded clearinghouse of resources for teaching information literacy to
children
ONLINE RESOURCES FOR SCHOOL LIBRARIANS
Strong list of Information Literacy and Library Skills Resources developed by Peter Milbury and others
CSU INFORMATION COMPETENCE
http://its.calstate.edu/academic_technology/projects/information_competency.shtml
Information Literacy initiatives developed by academic librarians and teaching faculty
REDWOOD RESEARCH HANDBOOK
Online handbook, which may be used as a series of worksheets, designed by Lesley Farmer
INFORMATION COMPETENCY DEFINITIONS
http://fog.ccsf.cc.ca.us/~cfrancis/info_cmp.html
This site provides a definition of information competency and also walks the user through the steps one needs to become information competent.
USING THE INTERNET FOR RESEARCH
Step-by-step process for planning a research project that incorporates the Internet
UNIVERSITY OF WISCONSIN PARKSIDE LIBRARY
http://www.uwp.edu/departments/library/infolit/intro/
A person who is information literate knows how to use the library to locate information, but information literacy goes beyond knowing how to use the library's catalog or finding information in periodicals. Find out more at this site.
LIBRARY INSTRUCTION
http://www.libraryinstruction.com/
Information
literacy articles, resources, and lesson plans
INFORMATION LITERACY TUTORIALS
http://www.lib.washington.edu/uwill/tutorial.html
Online
tutorials compiled by the University of Washington
INFORMATION SKILLS RESOURCES ON THE INTERNET
http://www.iasl-slo.org/infoskills.html
International
Association for School Librarianship metsite
INFORMATION LITERACY - USEFUL LINKS
http://www.teachers.ash.org.au/rblonline/informationliteracy/infolitlinks.htm
Sue
Spence's metasite of information literacy links
INFORMATION LITERACY LINKS
http://www.caul.edu.au/info-literacy/links.html
Australian
university librarians' links to information literacy
LIBRARY SPOT
http://www.libraryspot.com/
Many
links to reference sources as well as library skills and librarianship
a. Frame the query or assignment. What am I supposed to do? What problem am I trying to solve?
b. Identify the information needed. What do I need to know? What kind of information should I gather?
This initial task is often overlooked, but is crucial for efficient research. As the process continues, this first step may need to be revisited in order to refine the information need. Some ways to define the problem include: reading the assignment carefully, asking clarifying questions, and creating specific research questions. To help identify the information needed, one can list what is already known,and then what gaps in knowledge exist. A concept map is a graphic technique to organize informational needs.
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These resources are also useful when organizing their information found (step 5).
IMPROVING NOTETAKING WITH MIND MAPS
http://www.peterussell.com/mindmaps/mindmap.html
This site uses "mind maps" to address notetaking skills. The mind maps help to focus on information and how "information relates to other information."
CONCEPT DRAWING
http://www.conceptdraw.com/en/products/mindmap/
INSPIRATION
This software program helps the user develop a concept map or web, which can be transformed into an outline. Clip art and flowchart symbols make the map more sophisticated. A version for younger students is called Kidspiration.
GRAPHIC ORGANIZERS
A solid list of different online tools, with examples, to graphically organize ideas.
a. Identify possible sources. Where am I likely to find the answer?
b. Select the sources. Which source is best for answering the question or solving the problem?
By planning how to conduct the research, the student saves time and figures where to look for the information needed.
It is important to locate information from a variety of sources and assess specific information within individual resources. The purpose and nature of your research frames the strategy to use and the kind of sources to consult. Check the kind of sources based on the aspects of your topic. For instance, current information is likely to be found in periodicals and online databases. Geographical information is likely to be found in atlases and guidebooks. First hand information may be found in primary sources, including interviews. The best source answers the exact research question or problem at the appropriate depth and breadth.
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Boolean Logic | Evaluating
Internet Resources |
BOOLEAN SEARCHING ON THE INTERNET
http://www.internettutorials.net/boolean.html
A primer on Boolean searching.
INTRODUCTION TO BOOLEAN LOGIC AND SEARCH ENGINES
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.html
Done at UC Berkeley ,this site gives the background for Boolean logic and then gives examples of how it can be used in search engines and database services.
BOOLEAN MACHINE
http://kathyschrock.net/rbs3k/boolean
Made by Kathy Schrock's son, this site provides a clean and simple
interactive way to explain Boolean operations.
KEYWORD CHALLENGE
http://21cif.imsa.edu/tutorials/challenge/Q2Q/KeywordChallenge.swf
Illinois
Mathematics and Science Academy developed an interactive key word assessment
tutorial.
EVALUATING THE QUALITY OF INFORMATION ON THE INTERNET
http://www.virtualchase.com/quality
This commercial site focuses on evaluation factors such as objectivity, timeliness, accuracy, and authority.
EVALUATING WEB RESOURCES
http://www.widener.edu/Academics/Libraries/Wolfgram_Memorial_Library/Evaluate_Web_Pages/659/
Done at Widener University this web page provides users with goals and teaching strategies for evaluating web sites.
EVALUATING WEB SITES: CRITERIA AND TOOLS
http://www.library.cornell.edu/okuref/research/webeval.html
Updated in July 2001 this site done at Cornell examines the critical analysis of web sites as well as looking at more generic ways to evaluate.
CHECKLIST TO EVALUATING WEB SITES
http://www.lib.umd.edu/UMCP/UES/webcheck.html
As the name implies, this site gives step by step characteristics to consider when evaluating web sites.
a. Locate the source. Where can I find it?
b. Locate the information within the source? What information is within the source? How do I find it?
In the first sub-step, access tools such as catalogs and indexes are used. On the Internet, this process incorporates search engines and directories. Each source itself is arranged in some kind of order, be it alphabetical,topical, or chronological. The table of contents and index are used to extract specific information without having to read the entire volume. Online resources usually have a FIND function, which enables the user to type in a key worded locate the best part of the file.
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Finding
Information (General) |
Finding
Information in Books |
Finding
Information In Periodicals |
Finding Information on the Internet | Finding
Information through Interviews |
Evaluating
Internet Resources |
EVALUATION OF INFORMATION SOURCES
http://www.vuw.ac.nz/staff/alastair_smith/evaln/evaln.htm
Metasite of evaluation web sites
TUTORIALS AND GUIDES
http://www.library.arizona.edu/help/tutorials/
Many good guides for finding and evaluating information
USING THE PARTS OF A BOOK (The Web Portal For Educators)
http://www.teach-nology.com/worksheets/research/book/basic/index.html
This site details the different parts of a book as well as a quiz for students to review.
USING AN INDEX FOR INFORMATION (The Web Portal For Educators)
http://www.teach-nology.com/worksheets/research/book/basket/1/
This site details the index of books and provides aquiz for students to review.
USING TABLE OF CONTENTS (The Web Portal For Educators)
http://www.teach-nology.com/worksheets/research/book/contents/
This site details the index of books and provides a quiz for students to review.
"SEE ALSO" CROSS REFERENCES (Allegro Times)
http://www.allegrotechindexing.com/news004.htm
This site provides a description of see also references.
FINDING JOURNAL AND MAGAZINE ARTICLES (Duke University)
http://www.lib.duke.edu/libguide/fi_journals.htm
Provides an illustrated view of the difference between
magazines and journal articles. Provides 5-step method for finding journals and
magazine articles.
FINDING ARTICLE INFORMATION IN PERIODICALS
http://bullpup.lib.unca.edu/library/lr/perinfo.html
distinguishes
among different types of periodical sources
FINDING INFORMATION ON THE NET: A TUTORIAL (UC Berkeley)
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/FindInfo.html
This site offers general information about what theInternet is, how to find web sites, evaluation of web sites as well as citation information.
BARE BONES 101
http://www.sc.edu/beaufort/library/pages/bones/bones.shtml
Basic tutorial on searching the Web
SEARCH ENGINE SHOWDOWN
http://www.searchengineshowdown.com/
Comparisons and analyses of search engines
NEW YORK UNIVERSITY AT ALBANY LIBRARIES
http://library.albany.edu/usered/evalsup/main.html
Good guides on searching the Net.
SPIDER'S APPRENTICE
Evaluates different search tools
Finding Information
through Interviews
HOW TO CRITICALLY ANALYZE SOURCES (Cornell University)
http://www.library.cornell.edu/okuref/research/skill26.htm
This site addresses issues such as author, intendedaudience, objective reasoning etc. to help determine whether an informationsource meets the needsof an assignment.
EVALUATING SOURCES OF INFORMATION
http://infodome.sdsu.edu/research/evaluate/evaluate.shtml
San Diego State University Library's megasite of evaluation
tools for examining resources in different formats.
EVALUATION OF INFORMATION RESOURCES (Information Quality WWWVirtual Library)
http://www.vuw.ac.nz/~agsmith/evaln/evaln.htm
A collection of links which discuss evaluation of information sources both print and web.
CRITICAL EVALUATION OF INFORMATION (Kathy Schrock)
http://school.discovery.com/schrockguide/eval.html
This site is designed for use with elementary and middle school students. It provides evaluation sheets for students to fill out while looking at all types of information sources.
CRITICAL EVALUATION OF RESOURCES (UC Berkeley)
http://www.lib.berkeley.edu/TeachingLib/Guides/Evaluation.html
This site provides students with criteria for determining if
the content of their research meets the needs of their assignment.
a. Comprehend the information: read, listen, view. How do I "get at" the information?
b. Extract the useful information? What part of the source is useful? How do I document my findings?
Start by skimming the source. What are the main ideas? What is the perspective? Is this useful for the specific task at hand? To help comprehend the information, some people photocopy and highlight important sections. Sometimes people copy an online source onto the first of a two-column word processing program, and make comments/reflections in the second column. Other ways to document the information include timelines, graphic organizers (see step 1), and spreadsheets.
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Formatting
a Bibliography |
Note-taking
|
Timelines
|
STYLE MANUALS & CITATION METHODS
http://www.csulb.edu/library/eref/vref/style.html
This site has links to a number of citation styles:APA, MLA, AMA, Turabian and Chicago.
COPYRIGHT (CSULB Library)
http://www.csulb.edu/library/eref/vref/copyright.html
This site has links to a wide variety of copyright related web pages. Some are specific to academic issues while others provide general treatment.
CITATION MACHINE
citationmachine.net/
Thorough template for citing different types of
formats
TEACHING STUDENTS TO TAKE BETTER NOTES
http://www.unl.edu/gradstudies/gsapd/instructional/notetaking.shtml
This site done at the University of Nebraska-Lincoln takes students through a step by step process of notetaking.
NOTETAKING WITH IN-CLASS SKILLS
http://www.ucc.vt.edu/stdysk/notetake.html
This site provides a 13 step process to good notetaking.
CORNELL NOTE TAKING PROCESS
http://www.dartmouth.edu/~acskills/docs/cornell_note_taking.doc
A useful way to take reflective notes.
TIMELINES TEACHING TOOL
http://www.education-world.com/a_lesson/lesson044.shtml
This web site provides information on how to teach students
to use timelines as well as providing appropriate links to some good
timelines.
a. Organize the information. What is the logical way to put the findings together?
b. Present the information. What is the most effective way to share the findings?
Since many research projects incorporate findings from a variety of sources, a unifying method of linking data is needed. Some people use outlines; others use graphic organizers (see step one). A database can be constructed as well to identify different aspects of the issue being addressed. A major decision is choosing the format for sharing the research findings and analysis. While the teacher may define the project's parameters, the student still needs to think about several factors when producing the final product:
* audience (e.g., classmates, President)
* objective of the project (e.g., persuade, prove a hypothesis)
* type of information found (e.g., visual, statistical)
* sequence of findings (chronological, branching decisions, etc.)
Whatever the product, students need to comply with copyright laws and issues of intellectual property: giving credit where credit is due.
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Project
Production |
Writing
Process |
Copyright
|
EHOW
15,000 how-to solutions by topic.
ORGANIZING INFORMATION (Kidport.com)
http://www.kidport.com/Grade4/TAL/G4-TAL-Ordering.htm
This site illustrates the concepts of organization for 4th grade level students. Provides lots of examples and can easily be incorporated into a lesson plan.
ELECTRIC TEACHER
http://www.electricteacher.com/
Examples of project-centered applications for both students and teachers.
QUIA
fun site for using and creating online activities and Web pages.
MICROSOFT
http://www.microsoft.com/education
Tutorials and lessons on using MS Office products.
THE CHALLENGE 2000 MULTIMEDIA PROJECT: BUILDING BEST PRACTICES IN PROJECT-BASED LEARNING WITH MULTIMEDIA
http://pblmm.k12.ca.us/index.html
Information about multimedia projects, curriculum, learning activities and examples designed by San Mateo teachers.
ONLINE TUTORIALS (Florida Gold Coast University)
http://www.fgcu.edu/support/office2000/ppt/
This site provides an online tutorial for creating Power Point presentations using Power Point 2000.
POWER POINT TUTORIAL (George Washington University Graduate School of Education)
http://www.gwu.edu/~teachme/sc/desc_pp.htm
A tutorial designed for faculty and students
VISUAL GUIDE
http://www.visualguide.com/products_powerpoint.htm
A BIT BETTER CORPORATION
http://www.bitbetter.com/powertips.htm and http://www.bitbetter.com/powerfaq.htm
Two Web sites that give tips and techniques for using Power Point.
HYPERSTUDIO
KIDPIX
These commercial software programs offer easy-to-use authoring tools geared to younger students.
FILAMENTALITY
http://www.kn.pacbell.com/wired/fil/
User-friendly guides on creating curriculum-based Web pages.
WELCOME TO FRONT PAGE 2000 (Digital Education Network)
http://www.actden.com/fp2000/java/
A teacher friendly tutorial on how to use Microsoft's FrontPage to create class web sites. Designed to be easy to use and fun.
WEBQUEST PAGE
Describes and provides resources for developing WebQuests: an inquiry-based activity using Internet resources.
MT.EDGECUMBE HIGH SCHOOL DIGITAL LEARNER PORTFOLIOS
http://www.mehs.educ.state.ak.us/portfolios/portfolio.html
Helen Barrett is the leader in e-portfolio development and assessment
EDUCATION RESOURCE INFORMATION CENTER
ERIC's online bibliography of online resources on multimedia education
THE WRITE SOURCE
http://thewritesource.com/index2.htm
The site includes links to writing topics, researchsites, MLA and APA style manuals, and Publish It!, a site where materia can be submitted for online publication.
GUIDE FOR WRITING RESEARCH PAPERS
http://webster.commnet.edu/mla.htm
Very helpful guidelines, well organized and easy touse; based on Modern Language Association (MLA) (Library Capital Community-Technical College, Hartford, CT)
PURDUE UNIVERSITY ONLINE WRITING LAW (OWL)
http://owl.english.purdue.edu/
"OWL offers ... Handouts for students and teachers about general writing processes, English as a Second Language, grammar, research and documenting sources, professional writing, and writing across the curriculum incorporating writing into a variety of disciplines.
SCOTT, FORESMAN HANDBOOK FOR WRITERS
http://occ.awlonline.com/bookbind/pubbooks/hairston_awl/chapter1/deluxe.html
This page, from the publisher, Scott, Foresman, haslinks to information about writing of all types. It includes model research projects, a research guide, links to other sites on research and writing,a citation manager and exercises for practice.
ONLINE RESOURCES FOR WRITERS
http://www.umaine.edu/wcenter/
A set of links to grammar, writing, dictionary, thesaurus, foreign language dictionary, citation format, ESL, and composition and rhetoric resources. (Univ. of Maine)
TECHNICAL WRITING
http://techwriting.miningco.com/arts/techwriting/
Step-by-step information
CYBERCRIME
Computer crime and intellectual property section of the Criminal Division of the U. S. Department of Justice
FAIR USE
Links to a rich variety of information about copyright issues.
COPYRIGHT CRASH COURSE
http://www.lib.utsystem.edu/copyright/
Good interactive FAQ about specific issues.
a. Complete the task. Did I answer the question? Did I solve the problem? Did I do the assignment fully?
b. Assess the process and the product. How could I improve?
This is probably the most important step, and should be done throughout the process so changes can be made to optimize the end result. A good way to proceed is to review each research step, and determine how successful each effort was -- and the reason for that. Many institutions use rubrics to help identify those indicators of success. status. It is also very helpful to get feedback from peers and instructors.
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KATHY SCHROCK'S GUIDE FOR EDUCATORS: ASSESSMENT AND RUBRIC INFORMATION
http://school.discovery.com/schrockguide/assess.html
Web page rubrics, general rubrics, articles, portfolios, report cards
NEW MEXICO STATE UNIVERSITY ASSESSMENT PAGE
http://pt3.nmsu.edu/links/assess.html
Bibliography of assessment and rubric tools, many of which are linked to standards
THE ALASKA DEPARTMENT OF EDUCATION & EARLY DEVELOPMENT'S CURRICULUM FRAMEWORKS PROJECT
http://www.eed.state.ak.us/TLS/FRAMEWORKS/content.htm
Within each curriculum area exists good lists of assessment tools and strategies
NORTHWEST REGIONAL EDUCATIONAL LABORATORY ASSESSMENT PROGRAM
http://www.nwrel.org/assessment/
Emphasis on language arts assessment
MIDLINK MAGAZINE'S RUBRICS AND HANDOUTS
http://www.ncsu.edu/midlink/ho.html
Project-specific rubrics for K-12 settings and rubrics templates
INTEGRATED PROBLEM SOLVING MODEL: RUBRIC FOR ASSESSMENT
http://www.big6.com/showarticle.php?id=39
Process /product rubric for use with students
PORTFOLIO ASSESSMENT
http://www.pgcps.pg.k12.%20md.us/~elc/portfolio.html
Includes information on the phases of portfolio development, different types of portfolios, and characteristics of effective portfolios
INTERNET RESOURCES FOR HIGHER EDUCATION OUTCOMES ASSESSMENT
http://www2.acs.ncsu.edu/UPA/assmt/resource.htm
Extensive list of Internet assessment resources managed by the North Carolina State Office of University Planning and Analysis
The following Web sites model good lesson plans that incorporate information literacy:
BEST PRACTICES FOR LIBRARY ASSIGNMENTS
http://www.csulb.edu/~ttravis/GESI
CSULB Librarian Tiffini Travis provides pointers toinstructors on instructional design that incorporates information literacy,plagiarism issues and assessment.
NORTH CENTRAL REGIONAL EDUCATION LABORATORY LESSON
This Web site is intended to help teachers write focused lesson plans. The Planner addresses essential questions that are often overlooked when planning curriculum units. Teachers bring their own content and are guided through each section by answering specific questions. The result is a comprehensive lesson plan aligned with standards that addresses assessment, content, teaching strategies and use of technology.
SCHOOLS OF CALIFORNIA ONLINE RESOURCES FOR EDUCATION
Lesson plans, tutorials and reference tools for K-12 teachers and students in mathematics, science, language arts and social studies.
NTeQ INTEGRATING COMPUTER TECHNOLOGY INTO THE
CLASSROOM
http://www.nteq.com/examples/webex.html
Rich collection of technology-infused lessons using the NTeQ
template
GATEWAY TO EDUCATIONAL MATERIALS
One-step access to lessons, curriculum units and other educational resources.
LESSON PLANS AND TEACHING ACTIVITIES FOR SCHOOL LIBRARIANS
http://www.libraries.phila.k12.pa.us/lion/lessons.html
Lessons designed by Philadelphia school librarians.
ASKERIC LESSON PLANS
http://www.askeric.org/Virtual/Lessons/
Collection containing more than 1100 unique lesson plans which have been written and submitted to AskERIC by teachers from all over the United States; one section focuses on information literacy.
R*TEC LESSONS
http://4teachers.org/intech/lessons/
A searchable database of technology-rich lesson plans; this site also includes project-based lessons, WebQuests and ThinkQuests
MICROSOFT LESSON PLAN COLLECTION
http://encarta.msn.com/schoolhouse
Hundreds of lessons complete with worksheets and more.
PBS TEACHER SOURCE
http://www.pbs.org/teachersource/search.htm
2000 lessons searchable by grade and subject, linked to standards.
LESSON PLANS PAGE
http://www.lessonplanspage.com/
1,500+ Free Lesson Plans for PreK-12, searchable bysubject.
PACBELL KNOWLEDGE EDUCATION FIRST
A deep, rich source of information on technology-infused learning activities.
DISCOVERY SCHOOL
http://school.discovery.com/lessonplans/index.html
Reviewed lessons, some of which link to Discovery Channel programming; includes teaching aids.
BELLINGHAM SCHOOL DISTRICT ONLINE RESEARCH
INVESTIGATIONS
http://www.bham.wednet.edu/studentgal/onlineresearch/newonline/online.htm
Online
tutorials to help students develop research skills
CLASSROOM CONNECT
http://www.classroom.net/
A host of
links to Web-based learning
Maintained by Dr. Lesley Farmer [email protected]
Updated 10/29/2006