UbD: Grade 9 Library Media (This unit will be in correlation to specific academic content
standards. The librarian is a collaborator and effectively teaches information,
technology, and media literacy content skills to students as part of a core
content unit study. All of the lessons presented would be modified for relevant
interdisciplinary grounding.
“Learning with Information: Research”
Course Concepts: Global Connections Skills, Participation,
The School Community, Library
Relative Prof. Gaudelli's Global Education Frameworks: World
Governance/Human Rights, Cosmoplitan, Critical Social Justice
Stage 1
Desired Results
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ESTABLISHED GOALS
AASL
AECT, 1998
Institute of Museum and Library Services
International
Society for Technology in Education Student Standards
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Transfer
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Students
will be able to independently use their learning to…
1.
Access information efficiently and effectively
for global significance.
2.
Evaluate information critically and competently
by examining multiple perspectives.
3.
Use information accurately and creatively to
embody local and global significance.
4.
Pursue information related to personal
interests while identifying influences on perspective.
5.
Appreciate literature and other creative
expressions of information from varied perspectives.
6.
Strive for excellence in information seeking
and knowledge generation.
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Meaning
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UNDERSTANDINGS
Students will understand that…
1. Contributing
to the world learning community and to society is a positive expectation.
2. A
democratic society is successful with a population that is information
literate.
3. Practicing
ethical behavior is essential in regard to information and information
technology.
4. Working
with others in a group to pursue and generate information can yield effective
results.
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ESSENTIAL QUESTIONS
1.
What are ways people can make positive
contributions to their community? Negative ones?
2.
What does it mean to be information literate?
3.
How does access to information affect someone’s
understanding & point of view?
4.
Is there a wrong way to use information or
technology?
5.
What are the benefits of working in a group?
Negatives?
6.
Why is being globally competent significant?
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Acquisition
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Students
will know…
1.
That information literacy is the ability to locate,
process, evaluate and utilize information from multiple perspectives and
sources.
2.
How to include the appropriate and ethical use
of technology for information access, gathering, creating and sharing with
diverse audiences.
3.
To acknowledge how media-based resources that
include print and non-print materials convey information & messages using
image, text, language, sound & motion to present a particular point of
view.
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Students
will be skilled at…
1.
Investigating information through independent
discovery, peer collaboration and inquiry.
2.
Determining and applying an evaluative process
to all information sources chosen for a project.
3.
Applying a research process model to conduct
research, (Ask Act Achieve).
4.
Formulating advanced search strategies,
demonstrating and understanding of the strengths and limitations of the
Internet, evaluate the quality and appropriate use of Internet resources.
5.
Critique and evaluate the intended impact of
media communications and messages when delivered and received by society as a
whole.
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Stage 2 -
Evidence
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Evaluative Criteria
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Assessment Evidence
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Plan, construct, build, develop, organize, select, choose, identify
Compile, create, plan, improve, imagine, construct, propose
Plan, evaluate, rank, defend, observe, locate, identify, analyze,
justify, organize, question, investigate
Appraise, interpret, judge, compare, evaluate, dispute, choose,
assess, prioritize, select, rate
Paraphrase, cite, assess, organize, plan, compose, adapt, explain,
evaluate, disprove, defend
Review, identify, study, compare,
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TRANSFER TASK(S):
1. Find Valid Information/Resources/Primary
Sources.
Complete the Identifying Your Research
Needs: K-N-R Chart. Find answers. Align your questions and resources
using the Gathering Grid to record your questions to guide your
research. List both those electronic and print resources that you will
reference to find relevant information, (ASK ACT). Begin searching using
online catalog and InfOhio database. Elaborate on your search by completing
the Noodlequest search engine quiz.
2. Assessing Copyright and Fair Use.
Locate photos and music for your
project. Find pictures licensed for
you to use in projects and even modify. Explore the Beyond Search Engine and
discover or construct five images. Complete a Google Images advanced search.
Change the usage rights settings for “free to use or share” for an additional
five images related to the assignment. Using Purple Planet Royalty
free music find at least five songs that fit with at least five of the themes
on Purple Planet, i.e. mystery, suspense, horror, calm and comic
themes.
3. Consider
Primary Source Resources.
Analyze documents using the Primary
Source Analysis form from the Library of Congress.
Observe: Use this section to
record what interesting information you found on the document.
Reflect: Then ask yourself
questions such as: Why do you think somebody made this? Who do you
think was the intended audience? Why do you think this item is
important? Record your ideas about the document in the Reflect section.
Question: What more do you wonder
about? How does this primary source support your research? Record your
thoughts in the Question section.
Further Investigation: Use this
section to record possible search terms and resources if you need to search
for further primary sources for your project, ([ASK ACT).
4. Plan for the difference between a search
engine and a web page. Use the website evaluation chart to assess
the strengths and weaknesses of each of your sources. Rank each source based
on your results. Write a brief 1-2 sentence explanation, defending your
number one ranked source (Hadden).
5. Define and avoid Plagiarism. Play the Goblin
Threat plagiarism game: http://www.lycoming.edu/library/instruction/tutorials/plagiarismGame.aspx.
Submit your maximum score. Discuss and compare the reasons for your results with
at least three other people.
6. Use MLA Citations.
Study the Citation Hunt example and complete
the Citation Hunt form by finding citations from the text that
support the details from the reading. Write down the citation and page
numbers in the appropriate box. ("Prove It!”). Using multiple prompts
from the, They Say, I Say template form, practice and provide examples
of paraphrasing, quoting for in-text/parenthetical citations, (Graff).
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OTHER EVIDENCE:
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Stage 3 – Learning
Plan
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Summary
of Key Learning Events and Instruction
1. Identify Your Research Needs: K-N-R Chart.
On the to chart, brainstorm what you know and what you need to find out. On
the bottom chart check off type of information needed for topic and appropriate
resources according to lower order and higher order questions. Then check-off
the best research starting points.
2. Gathering Grid. See above.
3. Complete the NoodleQuest short online
form. The results will recommend a search engine to use for your academic
research.
4. [Discuss
global development topic ideas, evaluate online information on the global
topic, and find multiple sources of information on a global development topic
and assess which is most appropriate for a variety of purposes].
5. Beyond, Google Images, Purple Planet.
See above.
6. Primary Source Analysis. See
above.
7. Website Evaluation Chart. See above.
8. Goblin Threat plagiarism game. See above.
9. Discussion MLA Citations. Review
citation styles and purpose. Introduce tools like easybib.com, NoodleBib
Express, OttoBib and Microsoft Word.
10. Citation Hunt Form/ They Say, I Say form.
See above.
11. Discussion on information literacy. How students will need to evaluate information
critically and competently. Examine and evaluate information for its accuracy
and relevancy to determine particular aspects of [developing nations].
12. Media Analysis. (Taking examples of
sensationalism and bias in media with natural disasters, students find online
sources using a resource like Google News. Students work in small groups to
deconstruct four news articles. They must analyze and chart how each article
objectively- factually, covers the 5W’s- who, what, when, where, why. Along with the articles they should find
photographs that support the facts). Each
student must identify at least two missing elements in his/her story, groups
answer essential questions, and present their discoveries via web 2.0 tool-
Tagxedo, Wordle, wiki, Animoto, VoiceThread, Voki, Prezi, Glogster, and/or
Masher.
13. Media Promotion. After an
introduction on “developing nation” and “global development,” and looking at
celebrities and their causes, Students will develop a media campaign based on
what role a popular culture celebrity played in a global issue. Students
research a specific global development cause, program, or organization and
specify why they’ve chosen it. The media campaign they design must publicize
and build support for their choosen issue. Choosing a medium ( TV, online,
video, print, etc), possible audience, selection, determine level of
celebrity involvement, if any, and kinds of promotional images. Students will
include a written overview which includes a list of suggested media products.
They will prepare a pseudo-campaign product using a web 2.0 tool- Web page,
Fakebook, Voki, Animoto, or some combination. Along with the list, and
product they will also include a brief justification for their choice.
14. Go Further. Students can share their
work through online profile, Jing, SchoolTube, Google Sites and/or
SlideShare.
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Works Cited
"ASK ACT ACHIEVE -
LiveBinder." ASK ACT ACHIEVE - LiveBinder. Web. 02 Nov. 2013.
.
Graff, Gerald, and Cathy Birkenstein.
"They Say/I Say: The Moves That Matter in Academic Writing." They
Say/I Say Templates. Web. 3 Nov. 2013.
.
Hadden, Sheila. "Alabama
Learning Exchange." Searching for and Citing Digital Sources for
Research Paper Using MLA Style. Alabama Dept. of Education. Web. 2 Nov.
2013.
"Plagiarism Game - Lycoming
College." Plagiarism Game - Lycoming College. Web. 02 Nov. 2013.
.
"Prove It!: A Citation Scavenger
Hunt." Readwritethink.org. Web. 03 Nov. 2013.
.
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