Recent Changes

Group Break Out-Talk about previous research, positives, negatives, how did you feel, how do you feel right now? Are you worried, anxious, unsure? Exploration of Difficulties
Come back to group and share....
Kulthau’s 6 SStagesStages of the
Summary- what we will do tomorrow...what they need to think about...
Sources Needed:
January 25
Define their problem/task/question taking into account project requirements, information available and time allotted.
· ClarifyingClarifying Objectives
· Exploring
Exploring Information- Why right away
· Forming
January 26
Forming a Focus/Essential Questions
· Collecting
Collecting Information/ Identifying
Understand common knowledge, plagiarism, ethical use of information
Understand how information is organized online

Goal: Have students find their own topics
Using Open Source Technologies to Discover and Disseminate Information Online - Google Apps – Chris Clinton (3 weeks)
Technology Presentation: Prezi & Movies - Stephanie Hoban (3 weeks)
Information Dissemination and Collaboration- Glogster, Wikis, and Blogs - Abigail Buffum (3 weeks)
Information Creation- Website Creation - Karin Drowne (3 weeks)
Technology Presentation: Prezi, Movies - Stephanie Hoban (3 weeks)
Information Dissemination and Collaboration- Glogster, Wikis and Blogs - Abigail Buffum (3 weeks)
Cyber Bullying - iSafe Curriculum (2 weeks) - Chris Clinton & everybody else pitches in
Week of presentations (2 days of preparing and 3 days of presentations)- All teachers

Poster of Kulthau’s 6 SStages of the Information Search Process
Summary- what we will do tomorrow...what they need to think about...
Sources Needed:
Video
Image
Spoken Word or Music
Web Links
Books
Statistical Information possibly
January 25
Define their problem/task/question taking into account project requirements, information available and time allotted.

Information Skills- Diane Cileno
January 24
Other instructors come to class to introduce ourselves as a unit… 10 minutes
Overview of my three week unit-explain how this unit fits into the overall course goal of choosing a cause and working toward defining a solution.
Understand the limits of privacy online
Understand the principle of intellectual freedom

{TechClassOutline.doc}

Self motivation- choosing something you care about…learning to care about things…
How will you be assessed? Have students create their own class/unit rubric- use points to add up to 100
· Poster of Kulthau’s 6 SStages of the Information Search Process
· TalkGroup Break Out-Talk about previous of Difficulties
Come back to group and share....
Poster of Kulthau’s 6 SStages of the Information Search Process
Summary- what we will do tomorrow...what they need to think about...
January 25
Define their problem/task/question taking into account project requirements, information available and time allotted.
· Clarifying Objectives
Why your students should not take notes right away
· Forming a Focus/Essential Questions
· Collecting Information/ Identifying Relevant Resources

Understand online bookmarking tools such as delicious
Understand chaining (use of bibliographies) to extend research findings
for information
Annotated Bibliography
Koechlin, Carol and Sandi Zwann. Assignments Worth the Effort: Questions are the Key. Teacher Librarian. February 2007.
Rankin, Virgina. Using Discussion to Extend and Enhance Student Research. Teacher-Librarian. February 2006
Gabriel, Trip. Plagiarism Line Blurs for Students in Digital Age. New York Times. August 1, 2010
Reflect, assess
Teachers
Teachers will learn research topic,
Develop appropriate assessments
Standard 1. Accesses information efficiently, resourcefully and proficiently
Understand how print and online information is organized
Understand and apply knowledge of keyword searching in print and online sources
online catalogs
Understand the different types of search engines, and use them efficiently;
Understand and apply Boolean search operators to find information

Information Skills- Diane Cileno
 {TechClassOutline.doc}January 24
Other instructors come to class to introduce ourselves as a unit… 10 minutes
Overview of my three week unit-explain how this unit fits into the overall course goal of choosing a cause and working toward defining a solution.
Have Syllabus for students so they know what they are doing each day. Define class ground rules for online behavior-“surfing while others are talking”, sharing of ideas, talking, using the restroom, what to do if you miss class, etc…. 10 minutes
Why do teachers have students do research?-Make List
Now have students think about real life research applications- something you want to know about, learn about, make decision about…
Self motivation- choosing something you care about…learning to care about things…
How will you be assessed? Have students create their own class/unit rubric- use points to add up to 100
· Poster of Kulthau’s 6 SStages of the Information Search Process
· Talk about previous research, positives, negatives, how did you feel, how do you feel right now? Are you worried, anxious, unsure? Exploration of Difficulties
Define their problem/task/question taking into account project requirements, information available and time allotted.
· Clarifying Objectives
· Exploring Information- Why your students should not take notes
· Forming a Focus/Essential Questions
· Collecting Information/ Identifying Relevant Resources
Understand common knowledge, plagiarism, ethical use of information
Understand how information is organized online
Understand and apply knowledge of keyword searching in print and online source
Understand the different types of search engines, and use them efficiently;
Understand and apply Boolean search operators to find information
Understand online bookmarking tools such as delicious
Understand chaining (use of bibliographies) to extend research findings
Read for information
Annotated Bibliography
Koechlin, Carol and Sandi Zwann. Assignments Worth the Effort: Questions are the Key. Teacher Librarian. February 2007.
Rankin, Virgina. Using Discussion to Extend and Enhance Student Research. Teacher-Librarian. February 2006
Gabriel, Trip. Plagiarism Line Blurs for Students in Digital Age. New York Times. August 1, 2010
Students will learn six stages of the information process, based on Carol Collier Kulhthau’s research, which looks at the research process from a student’s point of view. Reflect, assess
Teachers will learn strategies to assist students in the final selection of a research topic,
Develop appropriate assessments
Standard 1. Accesses information efficiently, resourcefully and proficiently
Understand how print and online information is organized
Understand and apply knowledge of keyword searching in print and online sources
Understand how to access and use online catalogs
Understand the different types of search engines, and use them efficiently;
Understand and apply Boolean search operators to find information
Understand bookmarking tools such as delicious
Understand chaining (use of bibliographies) to extend research findings
Standard 2. Evaluates and uses information critically and competently
Understand the difference between a search engine, website and database
Understand the concept of authority and peer review as it applies to information found on websites and in databases;
Evaluate online information for author, content, accuracy, relevance and copyright date
Identify inaccurate and misleading information in print and online sources
Independently form questions based on identified information need
Revise, clarify and refine topic focus to effectively research a topic;
Standard 3. Understands and uses information ethically and legally
Understand the concept of common knowledge as it applies to taking notes from an information source
Understand and respect the concept of copyright as it applies to print and electronic information sources
Accurately cite information using MLA, Noodlebib
Understand and avoid plagiarism
Understand the concept of intellectual property rights as applied to audio, visual, artistic and printed sources
Understand the limits of privacy online
Understand the principle of intellectual freedom

{TechClassOutline.doc}

Information Skills- Diane Cileno
 {TechClassOutline.doc}

Information Skills- Diane Cileno
Defind their problem/task/question
Understand how information is organized online
Understand and apply knowledge of keyword searching in print and online source
Understand the different types of search engines, and use them efficiently;
Understand and apply Boolean search operators to find information
Understand bookmarking tools such as delicious
Understand chaining (use of bibliographies) to extend research findings
Read for information
Understand plagiarism, ethical use of information
Koechlin, Carol and Sandi Zwann. Assignments Worth the Effort: Questions are the Key. Teacher Librarian. February 2007.
Rankin, Virgina. Using Discussion to Extend and Enhance Student Research. Teacher-Librarian. February 2006
Gabriel, Trip. Plagiarism Line Blurs for Students in Digital Age. New York Times. August 1, 2010
Students will learn six stages of the information process, based on Carol Collier Kulhthau’s research, which looks at the research process from a student’s point of view. Reflect, assess
Teachers will learn strategies to assist students in the final selection of a research topic, taking into account project requirements, information available and time allotted.
Develop appropriate assessments