Richardson

** Pre-assessment was a survey given as part of a needs assessment for information literacy training. The survey revealed that students lack knowledge about the types of information available in different kinds of reference books. Also, from observation, students use reference books only if directed to them by teachers, rather than using them independently. These State Performance Indicators are based on the proposed revision of the English I standards that will align Tennessee’s standards with those of the American Diploma Project, SPI 3001.4.3 Evaluate the reliability and credibility of sources for use in research. SPI 3001.6.1 Discern the stated or implied main idea and supporting details of informational and technical passages. A. TLW review the contents of general and subject encyclopedias B. TLW examine the Table of Contents and Index of different encyclopedias TLW use the Table of Contents and Index of different encyclopedias to locate specific information. TLW share steps used in the process of finding information. PowerPoint Presentation “Reference Books: encyclopedias List of all the library media center’s encyclopedias (for demonstration purposes only; the list runs to 27 pages as printed from Concourse.) List of selected encyclopedias for today’s lesson See Appendix A Instructions for what to report on process of finding information. See Appendix B List of questions to be answered using encyclopedias See Appendix C Reference section of the East Hickman High School Library Media Center Encyclopedia survey quiz See Appendix D Poster board and markers East Hickman High School is located in a rural area. The school opened in 2007 with approximately 600 students in grades 9-12.Fully attuned to the need for computer skills, the school has many student computers. The result is that students tend to rely on the Internet for all research needs if not required to use books by a teacher. Their evaluation abilities vary greatly, leading many students finding incorrect information and using it when accurate and in-depth information is readily available in some of the library media center’s reference books. This is the first in a series of lessons designed to encourage students to make use of reference books. Suppose you are in a class that is extremely difficult for you. Your teacher regularly offers extra credit questions on tests, and she asks you to give the source of your answer. She will give double points if you use a book rather than the Internet to find the answers. Because this class is so hard, you want all the extra points you can get, but you know that it takes longer to find the right book than to look on the Internet. How can you learn to use reference books quickly and efficiently to find the answers you need? The best general source for information is an encyclopedia, but a general encyclopedia is not always the best choice for finding information quickly. Today we will look at the different kinds of general and subject encyclopedias our library media center has to offer, what types of information you can find there, and how to find it quickly and efficiently. 1, Review differences between general and special encyclopedias. 2. Explore the diversity of different special encyclopedias by looking at the Reference section shelves. Divided into groups, students will examine one section of the Reference shelves for five minutes and will write down a list of the different encyclopedias found there. Back in the larger group, each small group will share five different encyclopedias they found in their section of shelves. 3. Using selected encyclopedia sources, each group will examine the User’s Guide, Index, and any other special sections for a period of eight minutes. Each group will then share information about the encyclopedia they have examined. 4. Groups will draw random questions from a stack, select an encyclopedia source to use in finding the needed information, and will then report on the process and the answer to the question. As closure, students will make a mnemonic list for ENCYCLOPEDIA by giving an adjective that describes the contents or uses of encyclopedias for library users. For students with learning difficulties, this could be turned into a two day assignment with discussion of the different encyclopedias found in step 2 of the instruction stage before step 3 is attempted. Questions could be tagged with specific types of encyclopedias to be used. To extend this assignment, each student could use one or more encyclopedias to find information for a factual paper. Students could compare an article from a general encyclopedia with one from a subject encyclopedia and identify the differences. Proper citation format for reference sources could be taught along with this lesson. Students will take a short quiz listing a subject encyclopedia they might use in selected classes if assigned to do a report in that class. (Assessment quiz attached) When I discussed some of the problems my students were having finding information with an older librarian (recently retired), her reaction was that “English teachers are not doing their job” As a long-time English teacher, I am used to having all problems with writing laid at our door, but as a future librarian, my internal reaction was, “No, not the English teachers.” Information literacy is every teacher’s responsibility, of course, but most especially the librarian’s. This lesson is a step toward helping our library lead the way to greater information literacy, and I hope to implement this and the other lessons in the series as part of the overall curriculum in the near future. ** Appendix A ** REF 150 MAG __Magills Encyclopedia of Social Sciences__ REF 201 MER __The Facts on File Encyclopedia of Myth, Mythology, and Legend__ REF 341.3 PHI __Encyclopedia of Historical Treaties and Alliances__ REF 363 ENV __Environmental Encyclopedia__ REF 390 GRE __The Greenwood Encyclopedia of Daily Life__ REF 391 ENC __Encyclopedia of Clothing and Fashion__ REF 472 HEN __The Facts on file Encyclopedia of Word and Phrase Origins__ REF 503 GAL __The Gale Encyclopedia of Science__ REF 570 ENC __Encyclopedia of Life Science__ REF 603 ENC __Encyclopedia of 20th Century Technology__ REF 610 ENC __Encyclopedia of Family Health__ REF 641 OXF __The oxford Encyclopedia of Food and Drink in America__ REF 703 FAC __Facts on file Encyclopedia of Art__ REF 781 CON __Continuums Encyclopedia of Popular Music of the world__ REF 790 ENC __Encyclopedia of Recreation and Leisure in America__ REF 809 HOL __Holocaust Literature: An Encyclopedia of Writers and Their Work__ REF 903 BER __Berkshire__ __encyclopedia of World History__ REF 920 UXL __UXL Encyclopedia of World Biography__ REF 940.53 ENC __Encyclopedia of Word War II__ REF 973 MIC __Encyclopedia of Indian Wars__ Appendix B English 9 Report Instructions
 * Encyclopedias: Anchor of the Reference Section
 * Pre-assessment **
 * Standards **
 * Instructional Objectives **
 * 1) Mastery will be determined by dual tools; oral report and written assessment.
 * 2) Mastery will be achieved by a complete oral report (following guidelines given) and 70% correctness on the written survey.
 * Materials, Media, and Resources **
 * Set Induction **
 * School environment**
 * Rationale for the Lesson**
 * Set induction**
 * Instructional Sequence **
 * Closure **
 * Adaptations and Extensions **
 * Assessment **
 * Reflection **
 * Selected Encyclopedias from the Reference Section **

1. Which encyclopedia did you use? 2. Why did you choose this encyclopedia? 3. How did you locate the information you needed? (table of contents, index, guide words) 4. How long was the article you found? 5. Were references for further information given? 6. Read the question and the answer you found. Appendix C English 9 Finding Information in Books Reference Books Questions 1. What characterizes a “welfare state”? 2. Besides “American Gothic” what other paintings of note were done by Grant Wood? 3. When and to whom was the first artificial heart implanted? 4. What was important about the Battle of Guadalcanal? 5. How is rheumatic fever contracted? 6. What are the major causes of greenhouse gases? 7. When did snowboarding become popular in America? 8. With which human women does legend say Zeus conceived children? 9. What was life like for people in Judea during the life of Christ? 10 . What traditional dishes are associated with Boston, Massachusetts? 11 What treaty officially ended the American Revolution and what were two of its major terms? 12 What characteristics distinguish reggae music? 13 .which writers emerged from Auschwitz? 14 . Which designer’s fashions were favored by Nancy Reagan when she was First Lady? 15 . Why is mitosis important? Appendix D English 9 Name _ Finding information in reference Books Encyclo__p__edias Date

Below is a list of core subjects all students must take at East Hickman High School and some elective courses. For each course listed, write the name of one subject encyclopedia that would be helpful for report writing. Required Classes: 1. Wellness 2. Biology 3. American History 4. English 9, 10, 11, 12 5. Government 6. Algebra I 7. Economics

Elective Classes 8. World History 9. Business Principles 10. Computer technology 11. Family and consumer science 12. Spanish 13. Chemistry 14. Physics 15. Health Occupations