This part of action plan is developed from a specific need - the librarian's observation that students did not routinely consider using magazines and magazine indexes within their search strategies.
1. Outcome
Students will demonstrate use of current resources in the library when pertinent.
2. Context:
Integration of information literacy within middle school social studies curriculum.
3. How to do it:
a. Read the curriculum, noting where library collection can help.
b. Discuss with teacher what activities are being done, and when.
c. Choose an early school year activity long enough for a thorough experience for which adequate resources exist in the library.
d. Develop focus lessons to incorporate this information literacy.*
• Incorporating currency decisions within pre-search activities
• Exploring currency hierarchy - from least to most current information, availability, and verifiability
• Citation procedures: include comparing similarities and differences between book and magazine citation.
• Use of magazine abstract contents, article titles and annotations, and indexes to expand or otherwise refine search terms.
• Use of current information to project future direction of topic, develop further questions for exploration, and longitudinal research.
• Analysis of uses of charts, graphs, maps, pictures, diagrams that can easily transfer to student desktop publishing
• Comparison of writing styles of nonfiction books and current magazines. Creating a student research product in the two formats, using same content.
e. Share and modify these plans with teacher - decide if and when team (joint) or partner (parallel) teaching would work best.
f. Schedule and teach focus lessons within the selected curriculum.
g. Assess individual outcomes and evaluate focus lessons.
h. Project activities with teacher throughout the year to pick up individual needs. Develop simple checklist to insure adequate coverage.
i. Plan frequent opportunities with teacher for all students to practice currency strategies during the remainder of the year. Stress maximum high level planning and minimum time consumption.
j. Teacher and librarian discuss results of exam and revise plans for following year as well as make recommendations for follow-up at the next grade level.
4. Timeline:
Two hours lesson preparation time
One hour preparation time with teacher
Six 45 minute sessions with students in library during the six weeks unit.
One hour evaluation time with teacher
5. Resources:
a. Magazines relevant to social studies unit - print, microfiche, CD-ROM, Internet
b. Magazine indexes - print, CD-ROM, or Internet accessible
c. Other materials for focus lessons - posters, collection of charts, maps, graphs
* One focus lesson within use of current resources plans
1. Objective: students will understand the significance of visuals in magazines.
2. Resources: Large visual for modeling and whole class activity (a single theme poster with a large central picture). Magazine for each student
3. Lesson
a. Students individually list as many information bits they can discern from poster. Challenge time and number.
b. After 2-5 min. call on students to share a bit. No repeats, check off each bit as mentioned. (Good for listening skills.)
c. Add missed bits, discuss huge information potential in visuals. (If animal poster used, include bits for colors and patterns on fur, number of limbs, facial features and their shape/size/location, tail or not, possible size, surroundings ... choose a visual that 'speaks volumes' and provides a successful first model.)
d. 'Read' a second poster in the same manner, or with oral class brainstorming.
e. Guided practice: students take notes from a magazine visual, matching their topic guided and observed by librarian and if planned, teacher.
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