Task:
1. Link a set of content standards with the model school library standards in light of digital citizenship.
2. Brainstorm learning activities that could incoporate both sets of standards.
Discovery Exercises:
1. Choose one set of academic content standards, which are found on the For Teachers page. The standards have been highlighted to show digital citizenship concepts. Yellow highlights show direct connections to digital citizenship (close transfer of learning), and green highlights show indirect connections (more general transfer of learning). It’s a good idea to skim the highlights for all grades to get an idea of the developmental articulation.
I have selected the following standards from the English and Language Arts Standards, Grade 7 Writing Standards covering Research and Technology. Bolded purple text show direct connections to digital citizenship (close transfer of learning), and green bolded text show indirect connections (more general transfer of learning).
The Standards:
1. Link a set of content standards with the model school library standards in light of digital citizenship.
2. Brainstorm learning activities that could incoporate both sets of standards.
Discovery Exercises:
1. Choose one set of academic content standards, which are found on the For Teachers page. The standards have been highlighted to show digital citizenship concepts. Yellow highlights show direct connections to digital citizenship (close transfer of learning), and green highlights show indirect connections (more general transfer of learning). It’s a good idea to skim the highlights for all grades to get an idea of the developmental articulation.
I have selected the following standards from the English and Language Arts Standards, Grade 7 Writing Standards covering Research and Technology. Bolded purple text show direct connections to digital citizenship (close transfer of learning), and green bolded text show indirect connections (more general transfer of learning).
The Standards:
Research and Technology
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.
1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.
I selected these standards because as a middle school teacher librarian I work regularly with the 7th-grade Language Arts teachers on research projects. I wanted to begin with something I could utilize right away and work with something with which I am familiar.
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
1.5 Give credit for both quoted and paraphrased information in a bibliography by using a consistent and sanctioned format and methodology for citations.
1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.
I selected these standards because as a middle school teacher librarian I work regularly with the 7th-grade Language Arts teachers on research projects. I wanted to begin with something I could utilize right away and work with something with which I am familiar.
2. Next, examine the model school library standards, or focus on just the digital citizen list, both of which are found in the For Librarians page. You will notice that there are four major standards. See how the digital citizenship standards are distributed over the four categories. What intellectual picture does that paint?
Listed below is the organization of the Model School Library Standards:
1. Students Access Information
Students access information by applying their knowledge of the organization of libraries, print materials, digital media, and other sources.
1.3 Identify and locate a variety of resources using multiple search strategies.
1.4 Retrieve information in a timely, effective, and safe manner
2. Students Evaluate Information
Students evaluate and analyze information to determine appropriateness in addressing the scope of inquiry.
2.1 Determine relevance of information
2.2 Assess comprehensiveness, currency, credibility, authority, and accuracy of
resources
2.3 Consider the need for additional information
3. Students Use Information
Students organize, synthesize, create and communicate information.
3.1 Demonstrate the ethical, legal, and responsible use of information in print, media, and digital resources
3.2 Draw conclusions and make informed decisions
3.3 Use information and technology collaboratively and creatively to answer a
question, solve a problem, or enrich understanding
4. Students Integrate Information Literacy Skills into All Areas of Learning
Students independently pursue information to become life-long learners.
4.1 Read widely for information, personal interest, and life-long learning
4.2 Seek, produce, and share information
4.3 Appreciate and respond to creative expressions of information
4.4 Reflect upon and modify their personal learning process
The model library standards are organized similar to research models like the Big6 and those developed by Deborah Stanley and others. Students learn to form questions when seeking information, access information and evaluate the information that they access to determine if it is useable for their particular inquiry. Once the students have located and evaluated the information, then they use the information for their particular needs. Finally, students integrate what they have learned and continue to pursue information as a life-long learner. Studying the organization, you can see that higher level thinking skills are involved and the standards follow Bloom's Taxonomy. Students begin with knowledge and then learn to apply the skills as well as synthesize and evaluate the information as well as evaluate the process of locating and using the information. The incorporation of technology also allows students to be creative with the information they locate. Students also learn about ethical, legal and responsible use of the information they find and share.
3. Now take one grade for both sets of standards, and link them. This process forms the basis of developing learning activities that can foster digital citizenship while covering essential academic concepts.
3. Now take one grade for both sets of standards, and link them. This process forms the basis of developing learning activities that can foster digital citizenship while covering essential academic concepts.
I have begun this process by linking the 7th and 8th Grade Model Library Standard 1.2 with the 7th Grade English Language Arts Standard in Research and Technology 1.4. Both of these standards cover students beginning the research process by formulating research questions for their research topics. This is a basic step in beginning research, yet many students dive right into seeking information without having a research plan and a set of questions they hope to answer. To develop research questions students need to find a bit of background information on their topic and collect keywords. This can be done through information from their textbooks or encyclopedias. Once they have this information then they can begin to formulate research questions and a research plan to seek the information they need to support their research.
7th and 8th Grade Model Library Standards:
STANDARD 1
Students Access Information
The student will:
1.2 Formulate appropriate questions:
Create a plan of action for research including identifying key questions, definition of topic, keywords, and list of possible resources.
Students Access Information
The student will:
1.2 Formulate appropriate questions:
Create a plan of action for research including identifying key questions, definition of topic, keywords, and list of possible resources.
English Language Arts Standards
7th Grade Language Arts
Research and Technology
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
1.4 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
4. You might disagree with the highlights, which is fine. They represent a small group of people’s perspective. The main goal is for you to agree with your teaching partners as to the appropriate content to address.
I plan to work with my 7th-grade English and History teachers that bring their classes in for research projects to have students begin this process as an "into" for the assignment. Possibly before they even step into the library as a class, students can do some background searching independently as homework. The next day in class, they can use this information to formulate questions. My school uses Costa's Levels of Questioning. Students would formulate questions for their topics which they would bring to the library when they begin their research. Collaborating with the teacher and knowing the students' topics in advance, I would conduct minilessons on various topics that would help the students find information on their topics such as how to conduct a keyword search in our databases and how to use print materials to search for their keywords. A big part of this research for Digital Citizenship would be recording information about the owner of the information that they are using and how to cite it properly when the students use the information in their research. I am thinking of developing some Glogster posters on legal, ethical and responsible use of information. We also have HTV, a student television show, that airs once a week on campus. I have put book advertisements on HTV, why not some air time of student made commercials for legal, ethical and responsible use of information?
Another collaboration I'd like to do with my teachers, is develop research projects that move students away from cut-and-paste research. If we develop projects where students must compare and contrast, apply, synthesize and evaluate the information they locate, students will be unable to just cut-and-paste information they find on the Internet or in databases. They would not be able to copy information from print sources.
5. At this point, some ideas for lessons or learning activities may emerge. Be sure to jot them down, hopefully in your blog. You can also add comments to the standards, customizing them as a tool for designing instruction.
Through participation in Module #2, I have some ideas with which to begin.
- I plan to meet with my Honors 7th Grade History teacher and collaborate the regular research visits. Working with her to help her student develop research questions and keywords.
- I plan to share the Model School Library Standards for the middle school grade levels with my administration and curriculum leaders as well as post them on our website.
- I plan to put links to the CSLA Classroom 2.0, Teen Learning, and Digital Citizenship.
- I plan to look into developing a summer Teen Learning course.
- I want to start a conversation with Curriculum Leaders at our school to see where these standards can be taught in collaboration during the year.
- I will continue to work with the teachers who use the library to develop their awareness of digital citizenship and use these opportunities to instruct students.
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