1. Tavia Clark, Media Coordinator
Pasquotank County High School

2. There are many definitions of information
literacy. Simply put, information literacy is:
 The ability to RECOGNIZE a need
 The ability to ACCESS, FIND, EVALUATE,
USE, and COMMUNICATE information
(Taylor, 2006)

3.  When and to what extent information is
needed
 How to locate the information they need
 How to evaluate information and its sources
 How to synthesize and incorporate
information
 Legal and ethical practices in the use of this
information
(Gorman and Suellentrop, 2009)

4.  Information literacy is not computer literacy
 “Bird Units”
 “My students use the computer all the time to
answer questions.”
 What thought is involved in accessing and using
information?
 Keyboarding skills and ability in using the
computer to manipulate software and the
Internet are not enough
 A computer is a tool to facilitate learning of
information literacy skills

5. “It is not enough to provide access
to selected Internet sites and an
array of print resources. We must
provide the skills and resources
teens need to become independent
successful researchers.”
(Gorman and Suellentrop, 2009)

6. Classroom/Library Skills Information Literacy Skills
Skills taught in isolation Skills integrated with other curricula
Skills taught on a specific schedule Skills taught when needed
Emphasis on locating and accessing Emphasis on evaluating and using
resources resources and learning search
strategies
Either Teacher or Librarian makes Collaboration between Teacher and
all decisions Librarian
Teacher/Librarian responsible for Student responsible for learning
learning
Teacher/Librarian directed Student more self-directed
Printed resources Resources in multiple formats
Evaluation of product Evaluation, including self-
evaluation, of process and product
(Taylor, 2006)

7. “Ideally, they [students]
should develop a CONSCIOUS
approach to their research.”
(Gorman and Suellentrop, 2009)

8.  The ability to
RECOGNIZE a
need
 The ability to
ACCESS, FIND,
EVALUATE, USE,
and
COMMUNICATE
information
Image Credit: http://edorigami.wikispaces.com/file/view/blooms_revised_taxomony.jpg

9. NC Essential Standards, Grades 9-12,
Information and Technology
SI: Sources of Information
IN: Informational Text
TT: Technology as a Tool
RP: Research Process
SE: Safety and Ethical Issues

10. 1. When and to what extent information is needed
2. How to locate the information they need
3. How to evaluate information
4. How to evaluate sources of information
5. How to synthesize and incorporate information
6. Legal and ethical practices in the use of this
information
How do these match with NC
Information and Technology
Essential Standards, Grades 9-12?

11.  Students need to learn a process for doing
research
 A process approach to doing research ensures
consistent development and application of
information literacy skills
 Learning a research process is learning how
to solve problems within various curriculum
areas
“Students cannot be taught all the facts that
they will ever need to know, but they can be
taught a process for solving information
problems.”
(Taylor, 2006)

12. 1. The Research Problem
2. Finding Information
3. Extracting Information
4. Product/Project
5. Evaluation

13. What does the student do?
Define the keywords and search terms to be used
How does the student do it?
 Brainstorming
 Think about and relating what is already known
 Generating keywords to be used in finding and
extracting information
 Synonyms and like terms

14. What does the student do?
Decides on the best “place” to look for
information
How does the student do it?
 Avoiding the answer, “The Internet”
 Finding the right source(s) for the questions to
be answered

15. What does the student do?
Extracts the information from the resources found
How does the student do it?
 Literacy skills
 Graphic organizers
 Various methods for taking notes
 Highlighting
 Developing appropriate interview questions
Students must understand that different types
of resources require different skills to extract
information.

16. What does the student do?
Synthesize and organize information in some
manner to convey what was learned
How does the student do it?
 Avoid producing products/projects that are
merely factual
 Apply critical thinking skills by creating
products/projects that require making
inferences and coming to conclusions (applying
real-life skills)

17. What does the student do?
Think about and reflect on the research process
and how this process worked
How does the student do it?
 Asks questions of him/herself
 Think about improvements, what worked, and
what did not work
 Think about time management
 Reflect, reflect, reflect throughout the process,
not just at the end

18. 1. The Research Problem
2. Finding Information
3. Extracting Information
4. Product/Project
5. Evaluation
What parts of the research
process can you see evident in
your research problem/project?

19. It’s important to know the steps in
the research process, but it is also
important to understand how the
process integrates into what is
already being taught.
Teaching research skills should be
an enhancement that helps students
succeed in their learning even after
leaving school.

20. This method can be implemented for
any type of research based activity,
but to have students develop and
utilize higher order thinking skills,
project based learning can be used.

21.  Students go through an extended process of inquiry in
response to a complex question, problem, or
challenge. Rigorous projects help students learn key
academic content and practice 21st Century Skills
(such as collaboration, communication & critical
thinking).
 Teacher usually presents a driving question. Students
are not handed "content", so learning becomes active
in the sense that they discover and work with content
that they determine to be necessary to solve the
problem or answer the question.
 Teacher acts as facilitator and mentor, rather than a
source of "solutions."
Adapted from: http://www.bie.org/about/what_is_pbl and http://www.studygs.net/pbl.htm

22.  Qualities of Rigorous and in-depth Project Based
Learning:
 organized around an open-ended driving question or challenge
 creates need to know essential content and skills
 requires inquiry to learn and/or create something new
 requires critical thinking, problem solving, collaboration, and
various forms of communication
 allows some degree of student voice and choice
 incorporates feedback and revision
 results in a publicly presented product or performance
 students examine and try out what they know
 develop people skills for achieving higher performance in
teams
 state and defend positions with evidence and sound argument
 practice skills that they will need after leaving school
Adapted from: http://www.bie.org/about/what_is_pbl and http://www.studygs.net/pbl.htm

23.  A driving question is one that gives a sense of focus
and purpose for a project based learning or
researching.
 For the teacher:
 Helps to initiate and focus inquiry
 Helps to focus the teaching and learning throughout the
project
 Captures and communicates the purpose of the project in a
succinct question
 Guides planning and reframes standards or big content and
skills
Remember, a driving question should not be a standard
reimagined into the form of a question. It should be a
question that reframes standards to make them
accessible to both the teacher and the student.

24.  For the student:
 Creates interest and a feeling of challenge
 Guides the project work, including the final project and all
lessons and activities in between to create a sense of
purpose for everything in the project unit
 Helps students answer the question, “Why are we doing
this?”
 Helps them articulate the reason behind daily lessons and
activities
Adapted from: http://www.edutopia.org/blog/pbl-how-to-write-driving-questions-andrew-miller

25.  Driving questions are just essential questions on
caffeine.
 Driving questions demand authenticity and rigorous
problem-solving, which essential questions can do,
but don't always.
 Essential questions are often created to be more like
enduring understands or learning targets and do not
always drive the learning.
 Driving questions must be accessible to the students
and engage them.
 Essential questions are written for the teacher.
Adapted from: http://www.edutopia.org/blog/pbl-how-to-refine-driving-questions-andrew-miller

26.  What is epic poetry?
 Howdoes probability relate to
games?
 Why is science important and how
can it save people?

27.  Philosophical or Debatable: These types of questions
are honestly debatable questions that have complex
possible answers.
 Require complex, rigorous thought, and corresponding
student products.
 If you have an agenda, and want students to get to a
certain place, this isn't the type of question to use.
Example: Can a dog live in the desert?
Adapted from: http://www.edutopia.org/blog/pbl-how-to-refine-driving-questions-andrew-miller

28.  Product-Oriented: How do we create ______ to
______?
 Use if you have a specific student product in mind.
 It isn't just about the product, but the purpose as well.
Examples: How do we create a podcast to debunk myths
and stereotypes of world religions? How do I create an
epic poem about an important episode in my daily life?
Adapted from: http://www.edutopia.org/blog/pbl-how-to-refine-driving-questions-andrew-miller

29.  Role-Oriented: Students love to take on roles and
pretend to be things they are not, even high school
students.
 Give students an authentic or real-world role with a
problem to solve or project to accomplish.
Examples: How do we as architects design an outdoor
classroom for our school? How can I, as a scientist, design
an experiment to debunk a common scientific myth?
Adapted from: http://www.edutopia.org/blog/pbl-how-to-refine-driving-questions-andrew-miller

30.  What is epic poetry?
 How do I write an epic poem about an
important episode of my life?
 How does probability relate to games?
 How do we create a new gambling game to
create more revenue for the casino without
customers noticing?
 Why is science important and how can it help
save people?
 Should we allow for genetic engineering to
prevent diseases and illnesses?

31.  Now that you know EVERYTHING about Information
Literacy and the Research Process you can
reevaluate your research project/problem to make
it more focused on the research process and
inclusion of information literacy skills.
 Consider your driving question (or lack there of)
and make sure its focused and geared towards
inquiry.
 Complete the homework assignment located on the
Tech Tuesday Website.

32.  Gorman, M. & T. Suellentrop. (2009). Connecting
young adults and libraries. New York: Neal-
Schuman Publishers.
 Taylor,J. (2006). Information literacy and the
school library media center. Westport, CT:
Libraries Unlimited.