· Web viewGrade 9 . Description: ... Destiny online Card Catalog - ... (a single sitting or a day or two) for a range of discipline-specific tasks,

District Overview:

Informational literacy is an essential part of the education for students in The Brandywine Heights Area School District. The American Association of School Librarians’ standards for the 21st Century learner are imbedded the District’s Library program. The Library program uses components from The Model Library Curriculum for Pennsylvania School Library Programs to design and plan instruction. The curricular framework reinforces opportunities to partner with teachers to support students’ academic growth in achieving standards across all core subject areas. As students explore ideas, they will apply their learning independently to:

Read and evaluate text in all formats for learning, personal and aesthetic growth, and enjoyment. Research, analyze, synthesize, and evaluate information as critical consumers to draw conclusions and make informed decisions. Create, apply, and share knowledge ethically and effectively in a variety of media formats to communicate a coherent message.

In an age where the presentation of information is changing, it is increasingly important to teach skills necessary to locate, use, synthesize, apply, evaluate and share information. Therefore, these skills are within the Information Literacy curriculum grades 4 -12 and the Library Skills curriculum grades K - 3 as students gain increasing expertise through their school years.

Grade 9 Description:

The goal of the Information Literacy curriculum is to provide the students with the skills they will need in a 21st century world.Integrated into the ninth grade curriculum will be the high school Information Literacy curriculum.From the PA Model Curriculum:

Effective readers use appropriate strategies to construct meaning. Critical thinkers actively and skillfully interpret, analyze, evaluate and synthesize information. Active listeners make meaning from what they hear by questioning, reflecting, responding, and evaluating. Effective speakers prepare and communicate messages to address the audience and purpose. Effective research requires the use of varied resources to gain or expand knowledge. Audience and purpose influence a writer’s choice of organizational pattern, language, and literary techniques. Responsible citizens use information ethically and productively in a global society.

Units: Science English Language Arts (ELA) Social Studies Business

Subject: Library - Information Literacy Grade: 9 Suggested Timeline: interdisciplinary throughout the school year

Unit Title: Science (General Science/ Honors; General Science/ Biology: A; Honors Biology)

Unit Overview/Essential Understanding: In this unit, students will be able to participate in the research process related to topics provided by the course instructor.

Unit Essential Questions: How do readers know what to believe in what they read, hear, and view? How do task, purpose, and audience influence how speakers craft and deliver a message? How do speakers employ language and utilize resources to effectively communicate a message? How do responsible citizens use information ethically?

Unit Objectives: Students will be able to access, identify and evaluate resources. Students will be able to analyze texts for information based upon purposes and arguments: credibility, relevance, bias, accuracy and

currency. Students will be able to evaluate texts for information based upon purposes and arguments: credibility, relevance, bias, accuracy and

currency. Students will be able to provide a bibliography or list of works cited, using standard bibliographic citation format.

Focus Standards Addressed in this Unit: Information Literacy:

AASL standards for the 21st century learner 1. Inquire, think critically, and gain knowledge 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3. Share knowledge and participate ethically and productively as members of our democratic societyReading & Writing in Science:

3.5 Reading Informational Text - Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence

3.6 Writing - Students write for different purposes and audiences; students write clear and focused text to convey a well-defined perspective and appropriate content

Important Standards Addressed in this Unit:

Information Literacy: 1.1.4 - Find, evaluate, and select appropriate sources to answer questions 1.1.5 - Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and

social and cultural context 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences

and gather meaning 1.2.1 - Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts 1.2.4 - Maintain a critical stance by questioning the validity and accuracy of all information 1.2.5 - Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success 1.3.2 - Seek divergent perspectives during information gathering and assessment 1.3.3 - Follow ethical and legal guidelines in gathering and using information 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 2.2.1 - Demonstrate flexibility in the use of resources by adapting information strategies to each specific resource and by seeking

additional resources when clear conclusions cannot be drawn 2.2.2 - Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence 2.2.3 - Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view,

use, and assess 3.2.2 - Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas

during group discussions 3.2.3 - Demonstrate teamwork by working productively with others

Reading & Writing in Science: CC3.5.9-10.A - Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of

explanations or descriptions CC3.6.9-10.G - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;

assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

CC3.6.9-10.F - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

ELA: CC1.2.9-10.D - Determine an author’s particular point of view and analyze how rhetoric advances the point of view

CC1.2.9-10.H - Assess the extent to which the reasoning and evidence in a text support the author’s claims CC1.4.9–10.G - Write arguments to support claims in an analysis of substantive topics

Misconceptions: The internet makes finding good information easy. The internet is the only place to find information.

Information Literacy Concepts: Independently, locate and select

literary non-fiction and informational texts on grade level

Independently, use various print and digital reference sources

Select Informational Texts, & Literary Non Fiction

Draw evidence from Primary & Secondary sources

Integrate Diverse Media Evaluating Arguments Research Process

Competencies/Skills: Use and cite specific textual

evidence in secondary sources Integrate information from

various mediums to understand topic or issue

Analyze texts for information based upon purposes and arguments: credibility, relevance, bias, accuracy and currency

As part of research process: 1. Narrow self-generated,

broad research question by focusing on particular aspects of question or problem, identifying relevant key words and subject headings and/ or using search limiters

2. Access print sources using features of OPAC and within source itself

3. Use search functions of database to access digitally stored sources

4. Differentiate between natural-language searching and

Description of Activities: Current Events Break it Down: General science project Multimedia Ecosystems project Robotic construction Simple Machines

keyword/controlled vocabulary searching

5. Evaluate variety of sources and formats, including print and Internet web sites, according to their authorship, objectivity, scholarship and timelines

Assessments: Bibliographies Works Cited Rubrics

Interdisciplinary Connections: Multi Media presentations Reading nonfiction Writing arguments

Additional Resources: Library web site - http://jenjoh.wix.com/bhhslibrary Video Recording Studio Citation generator (Noodletools) Note Card /Outline generator (Noodletools)

http://noodletools.com Databases: http://jenjoh.wixsite.com/bhhslibrary/databases

- Gale Products - Electronic Encyclopedia- EBSCOhost web- PA Power Library- Access PA

Destiny online Card Catalog - http://bhasd.follettdestiny.com

Subject: Library – Information Literacy Grade: 9 Suggested Timeline: interdisciplinary throughout the school year

Unit Title: ELA (English, Honors English, Read 180)

http://bhasd.follettdestiny.com/

http://jenjoh.wixsite.com/bhhslibrary/databases

http://noodletools.com/

http://jenjoh.wix.com/bhhslibrary

Unit Overview/Essential Understanding: In this unit, students will be able to participate in the research process related to topics provided by the course instructor. In addition, students will be able to locate and select literary fiction based on their interests.

Unit Essential Questions: How does a reader’s purpose influence how text should be read? How do responsible citizens use information ethically? How do I summarize relevant information for my topic? How do I properly document various sources used in research in MLA style & why is that important?

Unit Objectives: Students will independently, select grade-level-appropriate literary fiction in a variety of genres. Students properly document various sources used in research in MLA style. Students will be able to locate & access sources. Students will summarize relevant information.


AASL standards for the 21st century learner: 1. Inquire, think critically, and gain knowledge 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 4. Pursue personal and aesthetic growthELA:

CC1.2 - Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence

CC1.3 - Reading Literature - Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence

CC1.4 – Writing - Students write for different purposes and audiences; students write clear and focused text to convey a well-defined perspective and appropriate content

Important Standards Addressed in this Unit:Information Literacy:

1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences

and gather meaning 1.3.3 - Follow ethical and legal guidelines in gathering and using information 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 2.1.2 - Organize knowledge so that it is useful 4.1.1 - Read, view, and listen for pleasure and personal growth 4.4.1 - Identify own areas of interest

ELA: CC1.2.9–10.L - Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently CC1.3.9-10.K - Read and comprehend literary fiction on grade level, reading independently and proficiently CC1.4.9–10.S - Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level

reading standards for literature and literary nonfiction CC1.4.9–10.W - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;

assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

Misconceptions: Students believe that plagiarizing means copying something word for word. If I use information from the internet, I do not need to cite it because it is free.

Concepts/Content: Independently, locate and select

literary non-fiction and informational texts on grade level

Independently, use various print and digital reference sources

Select Informational Texts, & Literary Non Fiction

Integrate Diverse Media Evaluating Arguments

Research Process:Note-taking Strategies and Presenting Research Findings

Competencies/Skills: Synthesize information found in

multiple sources and in experiments, simulations, video or multimedia sources with information found in text

Use summaries, paraphrases and quotations

Within text, document use of information and ideas of others by using standard bibliographic citation format

Provide bibliography or list of works cited, using standard MLA bibliographic citation format

Description of Activities: Fiction book selection Analyzing Historical Fiction Analyzing Literary Criticism Book report projects Position research essays Literary analysis essays

Selecting Literary Fiction As part of research process: 1. Access print sources

using features of OPAC and within source itself


3. Differentiate between natural-language searching and keyword/controlled vocabulary searching

4. Narrow or broaden search by identifying relevant key words and subject headings and using search limiters

5. Evaluate variety of sources and formats, including print and Internet web sites, according to their authorship, objectivity, scholarship and timeliness

6. Verify information by checking facts in alternate sources

7. Use summaries, paraphrases and quotations

Use ongoing feedback and technology to produce,

publish and update individual or shared writing products ethically.

Present relationships between information and ideas

Assessments: Rubrics Bibliography

Interdisciplinary Connections: Science English Social Studies






Unit Title: Social Studies (History I)

Unit Overview/Essential Understanding: In this unit, students will be able to participate in the research process related to topics provided by





the course instructor.

Unit Essential Questions: How does one organize and synthesize information from various sources? How do readers know what to believe in what they read, hear & view? How do I summarize relevant information for my topic? How do responsible citizens use information ethically? How does one properly document various sources used in research in MLA style & why is that important? What does a reader look for and how can s/he find it? Why do writers write? What’s the purpose? How does one organize and synthesize information from various sources?

Unit Objectives: Students will analyze information found in different mediums. Students will independently use various print & digital reference sources. Students will locate and access information from various sources.


AASL standards for the 21st century learner 1. Inquire, think critically, and gain knowledge 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3. Share knowledge and participate ethically and productively as members of our democratic societyReading and Writing in History:

CC8.5 -Reading Informational Text - Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence

CC8.6 -Writing - Students write for different purposes and audiences; students write clear and focused text to convey a well-defined perspective and appropriate content

Important Standards Addressed in this Unit: Information Literacy:

1.1.3 - Develop and refine a range of questions to frame the search for new understanding 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences

and gather meaning

1.3.3 - Follow ethical and legal guidelines in gathering and using information 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 2.1.2 - Organize knowledge so that it is useful 2.1.4 - Use technology and other information tools to analyze and organize information 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view,

use, and assess 3.2.3 - Demonstrate teamwork by working productively with others

Reading and Writing in History: CC8.5.9-10.G - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text CC8.5.9-10.I - Compare and contrast treatments of the same topic in several primary and secondary sources C.C8.6.9-10.E - Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking

advantage of technology’s capacity to link to other information and to display information flexibly and dynamically CC8.6.9-10.F - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or

solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

CC8.6.9-10.G - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

C.C8.6.9-10.H - Draw evidence from informational texts to support analysis, reflection, and research CC8.6.9-10.I - Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a

day or two) for a range of discipline-specific tasks, purposes, and audiencesMisconceptions:

That one type of information (print, digital, electronic) can answer all types of questions.Concepts/Content:

Selecting Informational texts & literary non-fiction

Drawing evidence: primary & secondary sources

Evaluating Sources Evaluating arguments Integrating Diverse media Research process:

Competencies/Skills: Analyze information found in

different mediums Integrate information from


Select information from informational texts that support research

Description of Activities: Note taking Bibliographies/ Works Cited Podcasts Projects Reports Oral presentations

developing research topic & question(s)

accessing, identifying and evaluation resources

Producing and Publishing with Technology

Compare and contrast information found in experiments, simulations, video or multimedia sources with information found in text

As part of the research process:1. Narrow self-generated,

broad research question by focusing on particular aspects of question or problem, identifying relevant key words, and subject headings and/or using search limiters




5. Evaluate variety of sources and formats, including print and Internet web sites and primary and secondary sources, according to their authorship, objectivity, scholarship and timeliness


Use ongoing feedback and technology to produce, publish and update individual or shared writing products ethically


Assessments: Rubrics Bibliographies

Interdisciplinary Connections: English






Unit Title: Business (Intro to Business, & Computer Literacy)

Unit Overview/Essential Understanding: In this unit, students will be able to participate in the research process related to topics provided by





the course instructor. As part of the research project, they will prepare formal presentations.

Unit Essential Questions: How do readers know what to believe in what they read, hear & view? How do active listeners make meaning? How does a reader know a source can be trusted? How does one organize and synthesize information from various sources? How does one best present findings? Who is the audience? What will work best for the audience? How do responsible citizens use information ethically?

Unit Objectives: Students will analyze information found in different mediums. Students will independently use various print & digital reference sources. Students properly document various sources used in research in MLA style. Students will be able to locate & access sources. Students will summarize relevant information.

Focus Standards Addressed in this Unit: Information Literacy :

AASL standards for the 21st century learner1. Inquire, think critically, and gain knowledge2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge3. Share knowledge and participate ethically and productively as members of our democratic society

Business, Computer and Information Technology Standards: 15.3 - Communication 15.4 - Computer and Information Technologies

Important Standards Addressed in this Unit:Information Literacy:

1.1.4 - Find, evaluate, and select appropriate sources to answer questions 1.1.5 - Evaluate information found in selected sources on the basis of accuracy, validity, and appropriateness for needs, importance, and

social and cultural context 1.1.6 - Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences

and gather meaning 1.2.5 - Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success 1.3.2 - Seek divergent perspectives during information gathering and assessment 1.3.3 - Follow ethical and legal guidelines in gathering and using information 3.1.4 - Use technology and other information tools to organize and display knowledge and understanding in ways that others can view,

use, and assess 3.2.2 - Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas

during group discussions 3.2.3 - Demonstrate teamwork by working productively with others

BCIT: 15.3.12.C - Create a research project based upon defined parameters 15.3.12.E - Evaluate chosen print and electronic resources for advanced research 15.3.12.I - Synthesize information gathered from multiple sources (e.g., digital, print, face to face) 15.3.8.M - Demonstrate proper etiquette when networking either face-to-face or online 15.3.12.W - Collaborate via electronic communication with peers, educators, and/or professionals to meet organizational goals 15.6.8.L - Evaluate the accuracy and bias of online sources of information; appropriately cite online resources

Misconceptions: All sources do not present the same type of information.

Concepts/Content: Selecting Informational texts &

literary non-fiction Drawing evidence: primary &

secondary sources Evaluating sources Evaluating arguments Integrating diverse media Research process:

developing research topic & question(s)

accessing, identifying and evaluation resources

Producing and publishing with technology

Competencies/Skills: Analyze information found in

different mediums Integrate information from


Compare and contrast information found in experiments, simulations, video or multimedia sources with information found in text

As part of the research process:1. Narrow self-generated,

broad research question by focusing on particular

Description of Activities: Career project Public speaking Media presentations Research projects

Evaluating diverse media etiquette & safety

aspects of question or problem, identifying relevant key words, and subject headings and/or using search limiters




5. Evaluate variety of sources and formats, including print and Internet web sites and primary and secondary sources, according to their authorship, objectivity, scholarship and timeliness


7. Selectively take notes on information to support own position

8. Synthesize information gathered from multiple sources

9. Use summaries, paraphrases and quotations to create report

10. Within text, document use of the information and ideas of others using standard bibliographic citation format

11. Provide bibliography or list of works cited using standard bibliographic citation format

Find and use primary documentation; cite by using standard bibliographic citation format

Identify author's purpose and intended audience when evaluating usefulness of source

Use ongoing feedback and technology to produce, publish and update individual or shared writing products ethically


Assessments: Bibliographies Rubrics

Interdisciplinary Connections: English

Additional Resources: Library web site - http://jenjoh.wix.com/bhhslibrary


Video Recording Studio Citation generator (Noodletools) Note Card /Outline generator (Noodletools)







Documents

· Web viewGrade 9 . Description: ... Destiny online Card Catalog - ... (a single sitting or a day or two) for a range of discipline-specific tasks,