Hale,+Sandy

TEL Tools for Middle School Students Information Literacy Lesson Plan Sandy Hale MLIS 5050 

Pre-Assessment 95 eighth grade students from Portland Middle School were surveyed on their knowledge of the Tennessee Electronic Library (TEL), databases in general, and search methods. The students are in Mrs. Julie Gregory’s History Class. They need to research the Civil War. Amazingly, the students are not aware of TEL, its authority or capabilities, and search methods. Due to the lack of knowledge of this set of 8th graders, the TEL lesson is needed, it is a valid use of teaching time, and should help with future research and projects. Below is the survey given to the PMS students with the response totals included: ** Tennessee **** Electronic Library ** Great Research is just a click away! <span style="BORDER-TOP-WIDTH: 1pt; PADDING-RIGHT: 0in; PADDING-LEFT: 0in; BORDER-LEFT-WIDTH: 1pt; FONT-SIZE: 10pt; BORDER-LEFT-COLOR: black; BACKGROUND: black; BORDER-BOTTOM-WIDTH: 1pt; BORDER-BOTTOM-COLOR: black; PADDING-BOTTOM: 0in; LAYOUT-GRID-MODE: line; COLOR: black; BORDER-TOP-COLOR: black; PADDING-TOP: 0in; BORDER-RIGHT-WIDTH: 1pt; BORDER-RIGHT-COLOR: black; mso-ansi-language: X-NONE; mso-fareast-language: X-NONE; mso-bidi-language: X-NONE; mso-border-alt: none black 0in; mso-font-width: 0%"> The students are severely lacking in knowledge concerning information literacy. The students are in great need of a working knowledge concerning research with TEL and Wikipedia.
 * Please check **//yes//** or **//no//** to the following statements : || **Yes** || **No** ||
 * I have heard of the Tennessee Electronic Library (TEL). || 3/ 3% || 92/ 97% ||
 * I know what TEL is. || 6 / 6% || 89/ 94% ||
 * I have used TEL. || 0/ 0% || 95/ 100% ||
 * I know what databases are. || 41/ 43% || 54/ <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'">57% ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'">I know what Wikipedia is and how reliable and accurate it is. || 27/ <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'">28% || 68/ <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'">72% ||
 * <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'">I know what “Boolean Operators” are and how to use them. || 1/ <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'">1% || 94/ <span style="FONT-SIZE: 10pt; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: 'Times New Roman'">99% ||

Standards <span style="FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; mso-bidi-font-family: 'Comic Sans MS'"> AASL Standards for the 21st Century Learner 1.1.1  Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. <span style="FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; mso-bidi-font-family: 'Comic Sans MS'"> 1.4.1  Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary. <span style="FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; mso-bidi-font-family: 'Comic Sans MS'"> 2.1.1  Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. // Resource: AASL New Standards for the 21st Century Learner // TN History Standards <span style="COLOR: black; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; mso-bidi-font-family: 'Comic Sans MS'"> 5.17  Identify Tennessee’s role within expansion of the nation. <span style="COLOR: black; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Comic Sans MS'; mso-bidi-font-family: 'Comic Sans MS'"> 5.18  Recognize the causes, course, and consequences of the Civil War. 5.18 Identify the contributions of African Americans from slavery to Reconstruction. 5.19 Identify Tennessee’s role within the Civil War. //<span style="FONT-SIZE: 10pt; COLOR: black; FONT-FAMILY: 'Comic Sans MS'; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-bidi-font-family: Arial">Resource: TN Standards for 8th History // Instructional Goals & Objectives Audience: ·  TLW be 95 8th graders in history class with an assignment project based on the Civil War. Behavior: ·  TLW research data from the Gale databases of TEL, specifically the Student and Junior Edition. ·  TLW analyze data based on TEL searches of the Civil War. ·  TLW write a 3-5 page research paper on the Civil War including several specific historical facts. Conditions: ·  TLW learn TEL research within their history class in the library computer lab. Degree: ·  TLW use TEL for their Civil War research and future research projects with 100% success in gaining knowledge on the subject being researched. Materials, Media, and other Resources Set Induction or Introduction
 * Student Needs: ||  Teacher Needs:  ||
 * Computer || Computer, LCD Projector ||
 * Internet || TEL ppt ||
 * Paper & Pencil || TEL “How To” ||
 * 1) TTW log onto the Internet projected onto a large screen for the students to see.
 * 2) TTW search Clara Barton and choose the Wikipedia site.
 * 3) TTW click on the “About Wikipedia” to show the paragraph that discusses anyone of all ages are able to contribute to the site without any qualifications.
 * 4) TTW also point out and discuss the “edit” button and how it works.
 * 5) TTW open the class up for discussion, questions, and answers concerning the positives and negatives of Wikipedia.

Instructional Sequence Guided Practice //TEL How-To////-// handout for students [|Hale_S_Information_Literacy_TEL_How_To.doc] Closure Adaptations //TEL power point// to run on a loop [|Hale_S_Information_Literacy_PPT.ppt]
 * 1) TTW go step-by-step to ensure that all students are logged into TEL successfully.
 * 2) TTW discuss the benefits and reliability of using TEL for research.
 * 3) TTW guide students to the Student and Junior Editions of the Gale Databases of TEL.
 * 4) TTW demonstrate basic and advanced searches through the Junior Edition and have the students do the same as the teacher.
 * 5) TTW demonstrate how simple Boolean Operators can help with research and allow students to research with the Operators for approximately 10 minutes.
 * 6) TTW point many of the features in the database to further search success.
 * 7) TTW show how to find the bibliographic information to cite the works properly.
 * 8) TTW answer any questions students my have.
 * 1) TTW allow students to research specific historical data of the Civil War independently.
 * 2) TTW walk around to help and guide students in successful research.
 * 3) TTW allow students to research for 3 class periods.
 * 4) TTW pass out the “TEL How-To” for students to use in the future.
 * 5) TTW set the power point of TEL to play continuously to offer extra help to those students who may need it.
 * 1) TTW lead a discussion of the benefits of searching through TEL verses Wikipedia with students.
 * 2) TTW ask students how they can make searches easier with Boolean Operators and offer examples.
 * 3) TTW ask students when a Wikipedia search may be helpful.
 * 1) Students who need reminding of the steps, a TEL How-To handout will be given to offer additional help when not in the library computer lab.
 * 2) In addition, TTW have a power point of TEL running on a loop on the teacher computer projected for all students to see for additional student help.

Extensions Assessment/Independent Practice Reflection I have not taught this lesson at this time but I imagine this lesson will be difficult to teach. Students are so used to Googling to find answers to their questions. The process of searching TEL’s Student or Junior Edition will be different for the students, and usually, anything that is different is often rejected at first. Persistence will be the key and once students realize the quality and reliability of the information, they will hopefully give it a chance and see how easy it really can be and is.
 * 1) Students have the option of making a power point presentation instead of a written report.
 * 2) Students are encouraged to incorporate pictures and illustrations to enhance their research paper or power point.
 * 1) TTW expect 100% of the students to use TEL for their research projects with success in obtaining data and illustrations to support their work.
 * 2) TTW expect all students to cite all data used from TEL in their bibliography. The students are expected to use the APA style with 75% accuracy since this will be their first experience with a true bibliography. The goal is for students to recognize other’s work and not pass it off as their own. This is not the main objective of the lesson and therefore will not be emphasized to the extent of using TEL for present and future research.