Ledyard Public Schools

Based on the Big6^tm Information Problem Solving Process
and the New Haven Public Schools Information Literacy Curriculum

1. TASK DEFINITION

1.1 Students will define the task.

1. Understand the difference between a topic and an Essential Question.
2. Develop an Essential Question.
3. Analyze and independently restate the information task in terms of what needs to be done.
4. Communicate personally or electronically (email and online discussion groups such as listservs or newsgroups) to clarify assignment and/or task.
5. Understand the difference between a topic and an information problem.
6. Modify (broaden or narrow) the information problem when necessary.
7. Create and/or follow a time frame for the completion of a task.
8. Understand the format of the teacher-defined product.
9. Understand that the audience, personal learning style, and assignment requirements influence the format of a final product.
10. Understand how the task will be assessed.
11. Appreciate literature.
12. Create and/or follow the teacher-defined timeline for the completion of the task.

1.2 Students will identify information needed.

1. Identify independently existing knowledge and list areas where more information is needed.
2. Create focus questions related to the Essential Question.
3. Identify and record keywords for searching.
4. Determine essential technology and skills needed to successfully complete the task.
5. Design an information search strategy for accomplishing the defined task.
6. Analyze the task in terms of information needed, considering amount, format, timeliness, and type (pictures, statistics, primary sources, etc).
7. Identify the appropriate technology needed to successfully complete the task.

2. INFORMATION SEEKING STRATEGIES

2.1 Students will determine all possible sources.

1. Recognize that information and literature come in a wide variety of formats: print, non-print, electronic, and human and differ in terms of information amount, timeliness, and type (pictures, statistics, reading level, etc).
2. Identify and understand the characteristics of basic information sources, such as dictionaries, general and special encyclopedias, atlases, thesauri, almanacs, newspapers, and fiction and non-fiction books.
3. Recognize fiction and non-fiction through a variety of literary forms and genres such as, autobiography, biography, short stories, classic, historical fiction, humor, fables, legend, mystery, mythology, plays, poetry, science fiction, and story collections.
4. Brainstorm and list possible sources of information within the LITC, the school and the community (public libraries, museums, local universities, businesses, and other community resources) relevant to the defined task.
5. Use bibliographies, booklists, displays, reserved collections, indexes, as well as electronic sources (OPAC, other online catalogs, subject directories, webliographies, bookmarks/favorites, databases, etc.) to identify possible resources.
6. Understand the difference between primary sources (created by people who were witnesses or participants in an event) and secondary sources.
7. Identify and describe the differences in a variety of electronic formats and the equipment needed to access and use them: DVD, laserdisc, CD-ROM, floppy disk, videotape, audiotape, online databases, web sites listservs, etc.

2.2 Students will select the best sources needed.

1. Develop and use personal and established criteria (availability, readability, accessibility, length, format, accuracy, authority, points of view, bias, prejudice and timeliness) to determine usefulness of sources.
2. List sources to answer the Essential Question.
3. Identify award-winning literature such as King, Newbery, etc.
4. Select an appropriate search engines and/or directories for finding information on the Internet.
5. Understand the advantages and disadvantages of print, non-print and electronic sources and select the most efficient and effective one(s) for the task.

3. LOCATION & ACCESS

3.1 Students will locate sources.

1. Understand and use the principles of library organization (e.g., Dewey Decimal system, alphabetical arrangement, etc.) to locate materials within areas/collections of the library & information technology center and other libraries.
2. Locate materials in the library & information technology center through the card/online catalog, booklists/bibliographies, etc.
3. Locate sources on the Internet using pre selected bookmark/favorites files, webliographies and subject directories.
4. Locate sources on the Internet (search engines, directories and other electronic information sources) using appropriate search strategies (phrase, Boolean, keyword, truncation, proximity).

3.2 Students will find information within the source.

1. Use author, title, subject, keyword, and call number to locate information within a card/online catalog.
2. Use keyword descriptors and Boolean logic to perform advanced OPAC, on-line and CDROM searches to access information.
3. Use the organizational features (hypertext link, table of contents, index, guide words, cross-references, outline, headings, subheadings, see and see also, etc.) to locate information within a source.
4. Demonstrate the ability to navigate through a variety of menus to access information.
5. Skim/scan to find information related to the task.
6. Return materials to proper place after use.

4. USE OF INFORMATION

4.1 Students will engage in the source.

1. Read, listen, and view appropriate literature in a variety of formats, for pleasure, information, and to share common experiences.
2. Participate either face-to-face or electronically in group discussions and activities and express opinions about materials.
3. Use a variety of monitoring and self-correcting methods (skimming, scanning, using resources, summarizing, retelling, re-adjusting speed) related to the task.
4. Use critical questioning as a part of interaction with the source.
5. Read and interpret information in graphs, charts, illustrations, cartoons, maps, tables, etc.
6. Recognize bias, stereotyping, point of view, prejudice, and propaganda in a source.
7. Survey and interview others whose knowledge relates to the task.
8. Follow the guidelines and netiquette as covered in the district's Acceptable Use Policy for technology.

4.2 Students will extract relevant information.

1. Assess the quality and quantity (relevance, credibility, authority, completeness, reliability, and timeliness) of information in print, non-print, electronic, and human sources.
2. Use note-taking methods to record information that meets the task (graphic organizers, note cards, underline/highlight, etc) and record the source and page number.
3. Take notes that are brief, paraphrased and which include the source and page of the information.
4. Distinguish among fact, opinion, propaganda, the presence of bias, prejudice, point of view, etc.
5. Know not to copy other people's work and recognize the copyright and trademark symbols as evidence of ownership of a piece of work which is protected by law.
6. Record appropriate bibliographic information.

5. SYNTHESIS

5.1 Students will organize information from multiple sources.

1. Use organizing method/technology tools appropriate to the task and/or learning style (graphic organizer, outline, web, story board, rough draft, word processing, spreadsheet, database and multimedia presentation software, etc).
2. Determine if the selected information is adequate to complete the task and make adjustments as needed.
3. Edit/revise/rehearse products that clearly communicate information and new knowledge.
4. Select an appropriate organizational style: i.e. chronological, topical, spatial, order of importance or argumentative position.

5.2 Students will present the information.

1. Present a final product using an appropriate and/or assigned format, such as written, oral, visual, dramatic, musical, and or technological.
2. Demonstrate ethical use of information by crediting sources correctly.
3. Use facilities and equipment responsibly for production and presentation.

6. EVALUATION

6.1 Students will judge the result (effectiveness).

1. Create/use an appropriate rubric/assessment tool to evaluate the final product.
2. Practice creating their own rubrics to judge the results.
3. Respond to comments from peers and teachers about the final product.
4. Write an analysis of the effect of the final product.
5. Apply legal principles and ethical conduct related to copyright and plagiarism in print and non- print materials and technology.

6.2 Students will judge the process (efficiency).

1. Keep a diary/log of the research process.
2. Reflect on how the Big6^tm model was used in the research process.
3. Write an analysis of the final process based upon completion of the defined task/personal reading goal.
4. Evaluate the usefulness of print, non-print, electronic, and human sources.
5. Monitor and adjust the search process continuously to improve its efficiency.