Title: Conquering Information Literacy, Conan the Librarian Public Library

Audience: Public Library Patrons Grades 4th

-7th

Designers’ Names: Designed by Marie Cirelli, Gweneth Morton, and Andy Wolverton

1. Rationale for instruction: An information literate student can be defined as “one who

accesses information efficiently and effectively, critically evaluates the information, and

uses it accurately and creatively” (Grassian and Kaplowitz, 2009, p. 4). With the

information explosion on the Internet, it is becoming more difficult and more important

to be information literate. The public library can play a vital role in the education of its

patrons by offering them the opportunity to learn and master the skills needed to be

considered information literate. The mission of a public library is to provide information,

support lifelong learning, and enrich the lives of its patrons. Based on experience with the

patrons of the library and the mission of the library, an information literacy course for

students in grades 4th

-7th

is being developed as a way to further support our patrons and

meet the mission of the library.

2. Goal and objectives:

Goal: The learner will understand how to search for and evaluate information from a

variety of sources.

Objective 1: The learner will apply the I-LEARN model.

Objective 2: The learner will locate appropriate sources using the Internet and OPAC.

Objective 3: The learner will apply the previously found information.

Overview

1. Brief summary of unit: The unit is a three-day program in which students learn how to

search for and evaluate information from a variety of sources. The program is structured

for a younger age group and focuses on hands-on learning and immediate feedback. It

focuses on teaching I-LEARN by having students research and write their own mini-

reports. Activities include an information scavenger hunt, visiting the library, and I-

LEARN bingo. The examples reflect subjects the students are studying in school or

current popular trends, such as the Avengers. Evaluation for the program includes

rubrics, discussions, rating scales, interviews, and questionnaires.

2. General information

a. Audience: Our library is designing an information literacy (IL) program for

students in grades 4th

-7th

, approximately 9-13 years old. Currently 9 girls and 5

boys have registered. Learner characteristics and specific prior knowledge about

IL were deduced by interviewing the students’ teachers and having their parents

fill out questionnaires.

Based on these assessments, 2 students, 11 and 12 years old, read below grade

level, as English is their second language. However, they read at a 5th

grade level,

which is sufficient for this program. These students may need extra time to read

and complete the assignments. One student with muscular dystrophy needs a

wheelchair-accessible workstation, extra time for typing, and occasionally an

aide. Students have computers in their homes and a basic knowledge of computer

and internet use.

Based on interviews with their teachers, students in the 9-10 age group have little

prior knowledge of IL. Students in the 11-12 age range have limited knowledge.

b. List of resources required: To plan the program, the librarian needs library

office space, telephone, computer with Microsoft Office and internet access,

printer, photocopier, IT support for troubleshooting. To teach, the librarian needs

computers with internet access and word processing, wheelchair-accessible

workstation, projector, projector screen, whiteboard, laser pointer, an aide, printed

handouts, index cards, and refreshments. The librarian needs approximately 15

hours for planning, 2 hours with IT for troubleshooting, 7 ½ hours for teaching,

and 2 hours for evaluating instruction.

c. Description of facilities for instruction: The computer lab has 21 computer

workstations (20 for students and 1 for the instructor), projector, projector screen,

whiteboard, and sound system. The computers have Microsoft Office and filtered

internet access. The lab is adjacent to the children’s and YA sections, allowing the

class as a group to retrieve print resources.

Salaries (librarian and aide) $320

Benefits $170

IT Support $20

Office supplies (photocopying, pencils, dry erase markers, etc.) $25

Facilities (electricity, telephone, internet, maintenance, etc.) $100

Refreshments $20

Total $655

Strategies, Activities, and Materials

1. Introductory Activity

a. Introduce the program by asking students to reflect on their own experiences of

writing papers, reports, or other expanded assignments. (Here the term “research

paper” is as a blanket term for any assignment in which a learner locates information

beyond required reading.) Share a brief personal story of your own troubles writing

papers to put students at ease.

Move from sharing individual stories to brainstorming how to write a research paper

and what steps to take. Together the students and instructor write these ideas on the

board. Gently encourage responses dealing with the I-LEARN model, asking students

to expand on their answers.

As brainstorming winds down, ask students to draw parallels among their responses,

placing them in loose categories. Label each category, in no particular order: Identify,

Locate, Evaluate, Apply, Reflect, and kNow.

Give students index cards labeled Identify, Locate, Evaluate, Apply, Reflect, and

kNow. Have students put the cards in the order they follow when they find

information and write a research paper. Remind students it is okay if they are unsure

of how to order these words or of exactly what they mean.

Ask volunteers to share their input, rearranging a set of magnetic index cards on the

whiteboard. Give subtle suggestions, if problems should arise.

b. The activity takes approximately 15-20 minutes and segues directly into the first

objective.

2. First Objective

a. Objective 1: The learner will apply the I-LEARN model.

b. Key Concepts: Identify, Locate, Evaluate, Apply, Reflect, and kNow.

c. Sequence of Instruction:

1. Presentation/discovery of information:

Guide the students through an example of how to use I-LEARN through

explorations of the internet and OPAC searches. Choose a fairly broad topic

to search, such as “soccer,” “Maryland” (or another state), or any other

student-generated topic. Cover each of the six aspects of the I-LEARN

model, asking frequent questions about each aspect:

o I(dentify) – What kinds of information can we find out about this

topic? How do we want to limit our search?

o L(ocate) – Where would we go to find this information? We could use

general internet searches (such as Google) and OPAC searches.

Depending on the students’ familiarity with libraries, this step might

include going inside the library to find materials on the shelves.

o E(valuate) – Examine the information we have found. Is it reliable?

How would we know? Who is giving us this information? Does he or

she have authority or expertise in this subject area, or is this just

someone’s uninformed opinion? Is the information relevant? Is it

current?

o A(pply) – Discuss how we have a better understanding of this subject

now that we have conducted our research. Discuss how we could

communicate our findings to a group who had no previous knowledge

of this subject.

o R(eflect) – Which parts of our search proved to be the most

valuable?The least? Which resources gave us the best information?

The worst? What could we do to improve our searches next time?

o (k)N(ow) – How does what we have learned help us understand and

appreciate our topic? How does this knowledge change the way we

think about this topic? What new questions can we ask about the topic

now that we know more about it?

2. Active learner engagement/practice:

Once students understand and feel comfortable with the introductory

exercise, place them in small groups to work on the [Thor scavenger hunt].

Students in each group take turns searching. Have those not searching ask

each other questions similar to the ones the instructor used. [and provide

answers.]

Finally, have students share their findings with the instructor and the class.

Comment on the effectiveness of the students’ research and findings.

3. Informal checks for learners’ understanding:

Preface inquiries about student understanding by performing a role-play in

which students imagine that they are newspaper (print or online) reporters or

magazine writers researching stories. Play the role of an editor and ask

frequent questions about each aspect of the students’ information journey,

stressing the importance of each aspect of I-LEARN: “Although none of us

works for a newspaper or a magazine, it is just as important that we can

justify our information and stand by it.”

Briefly ask as many students as possible to articulate, in their own words,

what each aspect of the I-LEARN model means.

Ask several questions designed to allow for student participation and to

check for understanding. For example, if our search topic is “Maryland,”

ask, “We want to start with the letter I, which means what? Yes, ‘Identify.’

What types of things can we find out or ‘identify’ about the State of

Maryland?” Ask questions about each aspect of I-LEARN, checking for

understanding.

If some students seem confused or to lack understanding on any aspect of I-

LEARN or its application to their search, stop and re-teach the aspect in

question, finding different ways to explain the concept.

d. Time:

1. Brief introduction of the I-LEARN model: 10 min.

2. Instructor guidance through the I-LEARN model: 20 min.

3. Guided small group scavenger hunt: 45 min.

4. (Possible in-library time – additional 15 min.)

5. The total time (including possible in-library time): 90 min.

3. Second Objective

a. Objective 2: The learner will locate appropriate sources using the Internet and

OPAC.

b. Key concepts: Additional aspects of Identify, Locate, and Evaluate.

c. Sequence of instruction:

1. Presentation/discovery of information:

Review how to use the OPAC, search the Internet, and evaluate sources

through an interactive live tutorial made by the instructor. Make the

tutorial interactive by using student input to guide the experience.

Encourage students to think critically about Identify, Locate, and Evaluate

and to explain their answers:

o Identify: What do we want to find out about the topic? What

parameters will we use? Do we want to limit the search? If so, how?

o Locate: Where will we look for this information? What word(s) will

we use to search? Do we need to revise our search? If so, how?

o Evaluate: Is it a reliable source? What makes it reliable? Think about

[the accuracy, authority, objectivity, currency, and coverage] of the

material.

Learners work together in small groups to begin creating a report. Each

group chooses a topic of interest to them, and each group member is

responsible for finding at least one resource for the topic. As a group they

then fill out a worksheet developed by the instructor to guide them through

Identify, Locate, and Evaluate. The worksheet includes evaluation criteria

from Provo Library’s “Evaluating Online Sources” (2011).

2. Active Learner engagement/practice:

Invite active input and suggestions from the learners as you talk them

through a search. For example, learners should suggest search terms and

sources to choose as well as answering questions posed throughout the

process.

Review the report to be written and hand out the worksheet, explaining

how it is to be completed. Go around the room with the aide and ask

students what topics they have chosen as a group and give them the go-

ahead to begin work on finding sources. Also ask each learner where s/he

plans to look for their sources (Internet or OPAC).

With the aide help learners fill out their worksheets and ask them

questions: “Why did you choose those keywords to search the topic? Why

do you think this is a reliable source?”

After confirming that all groups have located one library source, the entire

class enters the library for sources. If any group needs extra time, the aide

will remain in the classroom until everyone is ready. Direct students to the

correct area of the library, and check with each group periodically to make

sure they have found their desired materials.

3. Informal checks for learners’ understanding:

Ask informal questions throughout the process.

Use the completeness of responses on the worksheets to gauge learners’

progress.

Ask students questions throughout the review. For example, ask “Who can

tell me when this website was last updated? Who can tell me what the call

number is for this book I just found?”

The worksheet includes questions such as: Name of source (webpage

name or book title), date of publication or last updated, creator of source,

keywords used to find it, call number if it is from the OPAC, and why did

you choose this source?

Do not move ahead with going into the library until it is clear that each

student has chosen a source and filled out his/her part of the worksheet.

d. Time for overall lesson/session:

1. Brief review of Identify, Locate, Evaluate: Identify 7 min., Locate 7 min.,

Evaluate 7 min.

2. Choosing a topic of interest: 5 min.

3. Locating a source and fill out worksheet: 20 min.

4. Planning the library visit: 5 min.

5. Locating sources in the library: 25 min.

6. Wrap-up and review: 10 min.

7. Total time: 90 min.

4. Third Objective

a. Objective 3: The learner will apply the previously found information.

b. Key concepts: Additional aspects of Apply, Reflect, and kNow. Sequence of

Instruction:

1. Presentation/discovery of information:

Use a bingo game to review Apply, Reflect, and kNow and to a lesser

extent Identify, Locate, and Evaluate. Hand out bingo cards with I-LEARN

(see Appendix) and scraps of paper as counters. Give a statement and have

learners cover the appropriate I-LEARN concept. For example, say “writing

a report using gathered information" and learners will cover an Apply space.

Once a person calls bingo, reread all statements and ask the learner and the

class as a whole to identify each I-LEARN concept.

Using a PowerPoint presentation,introduce a template for students’ reports

and citing sources. The report structure follows Kathy Livingston’s “Guide

to Writing a Basic Essay” (2012): introduction, body, and conclusion. The

source citation section follows MLA format from Purdue Online Writing

Lab (2013). Both websites will be provided for learners on a handout, and it

will be available on the library website under the children’s homework help

section.

Reinforce the lesson with a worksheet. Students complete it individually,

and the class goes over it together. Part 1 presents a jumbled up report on

Thor. The students rearrange the sentences either by numbering them or by

cutting up the worksheet and physically rearranging them. Part 2 has

pictures of book titles and verso pages and websites. Students create

citations for these sources.

Continue students’ group work on reports. Students apply the information

gathered from day 2 instruction and create a report.

Students present their reports to the class, commenting on the experience.

Encourage other learners to comment, giving positive feedback and/or

constructive criticism.

2. Active learner engagement/practice:

To ensure student engagement with the PowerPoint, limit the text per slide

as well as “limit the number of slides, movement, color, and other features

to avoid overwhelming learners” (Grassian and Kaplowitz, p. 154). Take

examples from previous instruction, such as sources used for Thor, creating

cohesiveness.

To help the 2 ESL learners, note that Livingston’s essay template is

available in multiple languages, including their native Spanish. If these

students are more comfortable researching in Spanish, mention Google’s

tool for translating webpages.

3. Asking and answering questions, working in groups, and sharing their reports

give the students a chance to be engaged.

4. Informal checks for learners’ understanding:

Listening to learners’ explanations in bingo reveals how well they grasp

Apply, Reflect, and kNow. If learners demonstrate a clear understanding of

the concepts, end the review after a couple of rounds. If they seem to

struggle with the concepts, re-explain the concepts and play a few extra

rounds of bingo.

Looking at responses on the worksheets reveals how well individuals are

grasping material. Assist learners who are having difficulty completing the

sheet by asking additional questions and/or re-explaining the concepts.

Circulate during group work and observe how individuals are applying

instruction, asking questions, and encouraging students to help teach each

other.

c. Time for overall lesson/session:

1. Bingo review of Apply, Reflect, and kNow: 10 min.

2. PowerPoint of report template and citations: 10 min.

3. Report template and citation worksheet: 10 min.

4. Group work for writing report: 30 min.

5. Presenting reports to class: 15 min.

6. Summary activity: 15 min.

7. Total time: 90 minutes

5. Summary Activity

a. Summarize the entire program by revisiting the introductory activity. Ask the

students to review that activity and to talk about what they have learned: “What

changes would you make in writing your papers now? How will the skills you

learned here help you in your future researching and paper writing? Why? What

will you do differently now?”

Lead the students in a brief discussion of each aspect of the I-LEARN model,

asking how what they have learned about each aspect will help them. Focus on

how students could help explain what they have learned to others.

Give the students an opportunity to talk about what surprised them, what

resources they most enjoyed learning about, and what their favorite aspect of the

process was.

End with students giving important feedback about the program. Ask open- ended

questions about which teaching/presentation methods were most effective, which

examples most helpful, and how instruction could be improved for future

sessions. Take notes of student comments.

b. The activity takes approximately 20 minutes.

Assessing Learning

1. First Objective: The learner will apply the I-LEARN model.

a. Assessment Tool: Performance assessment –Rubric

Use a modified I-LEARN rubric during face-to-face interviews to assess students’

grasp of I-LEARN.

Identify a

question

or topic of

interest

Level 3: Advanced –

Develops an information-

focused question or

problem related to a topic

of interest to the learner.

Reviews basic

information sources

(web-based and print-

based) related to the

chosen topic.

Level 2: Proficient –

Develops an information-

focused question or problem

related to a topic of interest

to the learner, but either does

not review basic information

sources or reviews only one

source (web-based or print-

based) related to the chosen

topic.

Level 1: Basic –

Develops a question or

problem that will be

difficult or impossible

to discover through a

basic information

search, showing

confusion or a lack of

understanding.

b. Assessment Justification:

A rubric is a good choice because it provides specific criteria for performance,

indicators for criteria, and levels of proficiency for the indicators (Grassian and

Kaplowitz, p. 214). The rubric gives descriptive written representations of learner

strengths and weaknesses. Rubrics are strong tools for assessing complex tasks,

such as problem-solving, formulating questions, collaboration, and ability to

evaluate a variety of sources (Harada and Yoshina, pp. 21-23).

2. Second Objective: The learner will locate appropriate sources using the Internet and

OPAC.

a. Assessment Tool: Performance assessment –A discussion

The discussion focuses on the key steps that relate to Identify, Locate, and

Evaluate.

Ask the students to share with the whole class the topics they chose and

why.

Ask students where they looked for their sources. Ask students how they

located their sources.

Take examples of sources that the students chose and ask the class as a

whole why each is authoritative, current, etc.

b. Assessment Justification:

A discussion is the most appropriate assessment tool for this particular objective

because it is informal, which is appropriate for the public library setting, but it

still checks for learner comprehension. Additionally, a discussion allows for the

pinpointing of areas that are weak and require extra time to go back and review.

3. Third Objective: The learner will apply the previously found information.

a. Assessment Tool: Performance assessment – Rating scales

Use a rating scale to assess students’ ability to apply information. Complete the

scale when the students present their reports to the class and when reading reports

after the program ends. The ratings are on a qualitative scale: very well, getting

there, and not at all.

Does the student clearly state the information problem?

Does the student incorporate original thought with found information?

Does the student correctly use in-text citations?

Does the student correctly cite sources in his/her bibliography?

b. Assessment Justification:

The rating scale is both an authentic and an informal assessment. The report

students create gives them the opportunity to apply their learning to a real-world

task, and the rating scale allows an informal evaluation of their performance. The

rating scale has the benefit of eliminating some of the subjectivity.

Evaluating and Revising Your Instruction

1. Evaluating your instruction:

a. Data sources: The data source is the students.

b. The data and rationale for collecting: The students provide data regarding reactions

and learning through interviews and questionnaires. Use student interviews to assess

their reactions to the program. Focus the questionnaire on what students have retained

and now know. This data helps to improve future instruction, especially with regard

to learner engagement.

c. How and when to collect data: Collect data through student interviews and

questionnaires at the close of the program. Give students an opportunity for a 5

minute interview immediately after the program. Conduct and record interviews in

the office with the aide also conducting interviews. Provide refreshments for those

who are waiting. Send out the questionnaire a few days after the end of the program

with return postage.

d. How to analyze data: Code interview responses and questionnaire results and

analyze for strengths/weaknesses. Use data from the rubric and rating scale,

examining both on individual and group bases. Determine whether the individual

learner’s level of understanding is advanced, proficient, or basic. , Look for patterns

in group understanding, especially if one or more areas stand out as group

weaknesses. Use a table as a visual representation of individual and group progress.

2. Revising your instruction:

Add to the program time to explain the differences among information sources

o Student questionnaires reveal that the students do not fully understand the

variety of information sources: dictionaries, almanacs, periodicals, etc.

Students are able to differentiate between information format (online or print),

but many do not understand what information to expect from specific

information sources. When asked, “Where would you look to find a player’s

batting average?” only 4 out of the 14 students selected the almanac as a

possible information source. This response reveals that the students generally

do not understand that an almanac includes sports statistics.

Increase focus on generating original thoughts to found information

o Analysis of the students’ reports reveals that students struggle balancing their

own thoughts with their research. The question “Does the student incorporate

original thought with found information?” saw only 1 report achieve the level

of “very well.” All others fell into the “improving” and “little to none”

categories, meaning that the reports are composed mainly of quotes and a few

scattered original thoughts from students. These students need further

guidance in understanding that a report is more than simply relaying facts.

Post handouts and PowerPoints on library website.

o When asked “What would you do differently to improve this program,” 9 out

of 14 students mentioned posting instructional materials online. Students

expressed the desire to refer to the handouts outside of the program. Several

mentioned wanting everything on the computer “’cause flipping paper is

annoying.”

Reporting Your Results

1. The Context

a. The audiences: The library director, the board of trustees, the public, the participants,

and their parents are all stakeholders.

b. This program is an important service, and all concerned want results. If the program

is successful, it is a service the public could utilize in the future. The library director

and the board want assurances that money is being spent on successful programs that

may bring more people and support to the library.

c. Present results in a written form with text and tables and an oral summary. The oral

summary gives stakeholders an overview of the results, while text and tables provide

specific details. The dual format allows the library to post the written report online or

mail it to participants’ parents and/or teachers, and/or include it in a library

newsletter. The oral presentation is for the board of trustees, director, and library

staff.

2. The Report

a. The goal and the learning objectives: The report states the overall goal for the

program (The learner will understand how to search for and evaluate information

from a variety of sources) and the three objectives.

b. Report collected data: Using tables based on the rating scale compiled from the

student interviews and questionnaires, present a written and verbal report of the

students’ ability to apply information to the stakeholders.

c. Report strategies for revision: Determine from the data how well the goal and

objectives are met. For objectives that are not satisfactorily met, determine strategies

that target those weaknesses for future instruction.

Appendix

I-LEARN Bingo

Apply kNow Reflect Identify Locate

kNow Identify Evaluate Reflect Apply

Reflect Apply Free space kNow Evaluate

Locate Identify kNow Apply Reflect

Evaluate Reflect Apply Locate kNow

Bibliography

Grassian, E. S. & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice.

New York, NY: Neal-Schuman Publishers.

Harada, V. H., & Yoshina, J.M. (2005). Tools for assessment: Checklists, rubrics, and rating

scales. Assessing Learning. Englewood, CO: Libraries Unlimited.

Livingston, K. (2012). Basic guide to essay writing. Retrieved from

http://lklivingston.tripod.com/essay/index.html

Neuman, D. (2011). Constructing knowledge in the 21st century: I-LEARN and using

information as a tool for learning. School Library Media Research, 14.

Provo Library at Academy Square. (2011). Evaluating online sources. Retrieved from

http://www.provolibrary.com/evaluating-sources

Writing Lab, OWL at Purdue, & Purdue University. (2013). MLA formatting and style guide.

Retrieved from http://owl.english.purdue.edu/owl/resource/747/01/