I selected Information Literacy (IL) over Content Objects, because evaluating information/data relevancy and validity is vital based on the mass accessibility this data on the internet from all citizens of our world. I located a website that includes various methods to support learning information literacy skills for early grades from 1-2, 3-5, 6-8 which correlates stages that could lead to the advanced criteria-based CRAAP Test activity taught normally at the Secondary Level (High School 9-12). In the examples provided below Information Ethics is not covered; however, I can't justify leaving it out of the instruction. I believe it should be covered within its own lessons, because it is essential to the use of technology in the 21st century. Students need to know how to stay safe and protect themselves while using the world wide web (internet). In addition, students have to know that some material is owned by the individual that wrote/publish the information and they can not use it unless they obtain written permission (copyright).
The tools that I found was part of my lesson plans when I was a Computer Teacher. I had heard about the CRAAP Test; however, I needed something that was geared for elementary and middle school students. Therefore, I came upon this information on the Houghton Mifflin Harcourt website. Throughout each lesson, terminology, search techniques on the internet, retrieval of information from the internet, and critical thinking is part of the overall process. Therefore, I believe these are educational tools/skills that accentuate the technological applications that students are asked to perform through the lesson steps in these activities.
The website address was created by Houghton Mifflin Harcourt. The website address is http://www.eduplace.com/kids/usingweb/teachers.html . Houghton Mifflin Harcourt has created Information Literacy tools which spam the different level of learners from grades 1-2, 3-5, and 6-8. They have created research and information gathering strategies/concepts that provide students the opportunity to apply critical thinking skills while completing defined task. This provides the opportunity to IL and gives students the opportunity to have hands-on activities. For grades 1-2, the students are introduced to "Learning from Web Sites". This provides students with beginning lessons on how to research and gather information from the internet. Therefore, the link embedded in the website allows students in grades 1-2 to locate, identify, and obtain information for specific questions from a website. Then, they will have the opportunity to apply their knowledge through an online scavenger hunt activity (worksheet). I believe this will fall within students using Media Literacy which covers visual literacy and computer literacy. Research and Library Skills which covers searching. Critical Literacy which covers critical reading and critical thinking, because they have to locate the correct information for the questions based on understanding what is being asked and what information from the website will correctly answer the specific question. I believe that based on the age appropriateness of the activity; hence, they chose to cover one topic which provides an entry into information gathering. Thusly, the topic was presented as a stand alone based on the necessity of this to be relevant to our digital use in every aspect of our society. I believe the topics which were neglected will be future lessons for the teacher to incorporate into their curriculum, i.e., copyright/security/privacy. Ultimately, the students through these lessons will be able to see the computer and resources that it provides via the internet as a resource/ tool to obtain information.
For grades 3-5, these students will be introduced to "Searching for Web Sites-Find the Right Site" which is age appropriate for this age group, because they now know how to look at the internet as a resource for locating information for tasks. They have several years to support the beginning levels of research information gathering through defined tasks/activities. Now they will be provided the link embedded in the website to extend their knowledge to how to find the right website through comparison of information on more than one website. Therefore, the activity will provide students with an opportunity to critically think about websites that they use and relevancy of information on different websites to locate, identify, and obtain answers to specific questions in regards to a task. The worksheet may contain some outdated websites, but you could create your own for students and use the information literacy strategies that are part of the online lesson criteria. I believe this link falls within Media Literacy which covers visual literacy and computer literacy. Research and Library Skills which covers searching. Critical Literacy which covers critical reading and critical thinking, because students compare and contrast aspects from more than one websites through information gathering. I think for this lesson they neglected Information Ethics, i.e., copyright, security, privacy, because the content for these should be given as stand alone lessons based on our societies extensive use of digital devices. I think based on the age group these topics in Information Ethics would be covered individually within their own lessons, because technology is everywhere and students need to know how to remain safe and protect themselves while online. In addition, information ethics such as privacy, security are essential learning components that should be an integral part of our educational technology curriculum for students.
For grades 6-8, the students will began "Finding and Evaluating Websites". The students in these lessons will review and follow the steps using computer terminology embedded with the lessons. Therefore, this lesson can serve as an assessment to knowledge that should have already been taught regarding internet/online research strategies. Also, the students will learn how to evaluate a website regarding data accuracy and bias. Then, the students will have the opportunity to have hands-on applications through an activity regarding research using the tools that were learned through the lesson. The areas of Information Literacy (IL) it covers are Media Literacy, Research and Library Skills, and Critical Literacy. Media Literacy covers both visual literacy and computer literacy. Research and Library Skills covers searching. Critical Literacy covers both critical reading and critical thinking. Information ethics is so important, because modern technology is everywhere that this topic shoudl be covered as independent individual lessons regarding each topic on copyright, privacy, and security. Students will continuously use these strategies whether using technology/ books/online books and reference materials for research purposes in going forward in their educational journey.
I believe all the aspects of the website links that Houghton Mifflin Harcourt meets the prerequisite criteria for success in fostering information literacy for students in the 21st century. Therefore, these website links embedded by Houghton Mifflin Harcourt can serve as IL tools similar to the CRAAP Test. Houghton Mifflin Harcourt created a more age appropriate skills based activity platform along with their content which will culminate surrounding the CRAAP Test at the Secondary Level in the students' education process. In these tasks, the students would employ critical thinking in their learning to gain greater understanding of what they should d in relation to online research regarding subject-matter content. Through the use of technology in the classroom, it transforms the learning environment into an interactive process that motivates students to engage and become a intergral part of the overall research and information process, not a bystander. Therefore, I believe through the use of information literacy strategies that will be learned through these lessons it will allow students to become active participants that explore, discover, and excavate information from off the internet that is accurate and unbiased based on the prerequisites for success in fostering information literacy (IL).
What are the prerequisites for success in fostering information literacy?
- introduce the concept of IL early on in the program
- explicitly state IL objectives for each assignment
- link the objectives to a task involving critical thinking
- ensure the task is part of the regular curriculum
- design the assignment in partnership with a librarian to ensure resources meet expectations
- have a librarian provide appropriate instruction within class time
- ask students to record their research methodology
- assign marks for the research process
- reflect on the process after the assignment (Breivik, 1994).
Breivik, P. S., & Senn, J. A. (1994). Information literacy: Educating children for the 21st century. New York: Scholastic.
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