Leanna Hampton Information Literacy Module Contents

1

Leanna Hampton

Information Literacy Module

Contents:

Contents Page 1

Rationale Page 2

Module

Lesson Plan Page 5

Initial Resource Handout Page 8

Secondary Resource Handout Page 10

Assessment

Description Page 14

Rubric Page 15

Initial Entrance Survey Page 16

Exit Survey Page 17

Action Research Worksheet Page 18

Annotated Resources Page 21

Bibliography Page 23

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Rationale

This information literacy (IL) module addresses the needs of middle school students in grades 6-8. An

examination of the research about the information seeking behavior of students shows that students gravitate

toward using the Internet for most of their research needs. Additionally, research shows that students have

deficits in finding and evaluating print and online sources for authority and validity.

In a literature review on the information search process (ISP) of students, Walter (2003) referred to a

Pew Charitable Trust finding that 94 percent of kids “report that they prefer to use the Internet over all other

sources for school research” (as cited in Walter, 2003). Despite their tendency to use the internet, Jackson

and Banwell (2005) reported that students using electronic resources exhibited “lots of confidence but little

competence: they were not nearly as good as they thought they were” (as cited in Shenton, 2009).

Lack of skills in the ISP could be attributed to students’ lack of instruction in information literacy. In a

study of web searching behavior of older high school students, Fidel et al. (1999) found that students had

never received training in searching for resources via the Internet (as cited in Walter, 2003). The findings

reported the students, “had little knowledge of search engines, evaluation criteria, or search strategies” (as

cited in Walter, 2003). Similarly, the Center for Information Behaviour and the Evaluation of Research (CIBER)

found that despite their preference for information seeking on the internet, students often fail to understand

the Internet and spend little time contemplating the relevance, accuracy, or authority of the information

found (2008). Additionally, the study found that “young people give a consistent lack of attention to the issue

of authority” (CIBER, 2008).

To determine the relevance criteria students use during source selection, Hirsch (1999) performed a

study using fifth grade students. Hirsch found that when selecting textual material, a book’s usefulness was

determined by topicality and whether the student considered the material interesting and novel (Hirsch,

1999). Studies have shown that students who have formed poor ISP habits can improve when IL instruction is

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added. In a study of the information search process skills of junior high students, Branch (2003) indicated that

instructional intervention allowed the students to “gain skills and strategies that would help them to be better

able to plan for inquiry and retrieve a variety of materials” (Branch, 2003). After studying these findings, it is

clear there is a need to teach information literacy skills to students, specifically, skills to improve the ISP and

evaluation of sources.

The instruction module planned for middle school students grades 6-8 will address these concerns and

will help students evaluate their own ISP. The goals and objectives for this learning module come from the

information literacy skills in the American Association of School Librarians (AASL) Standards for the 21st

Century Learner. The skills addressed are skill 1.1.4, “Find, evaluate, and select appropriate sources to answer

questions,” and a portion of skill 1.1.5, “Evaluate information found in selected sources on the basis of

accuracy, validity, appropriateness for needs…” (AASL, 2007). After this module students will have

demonstrated improvement in their source evaluation process, resulting in the ability to critically assess

sources for accuracy, validity, and appropriateness.

A blend of Behaviorist, Cognitive, and Humanist teaching perspectives will be used during the course of

the IL module. Students will be participants in all of the following during the course of the three-lesson

module: learner-centered teaching, active participation, constructing information, task analysis, summative

and formative assessments, teacher as facilitator, discovery learning, reflection, social learning, self-directed

learning, and intrinsic motivation through creating personal relevance. The school library media specialist

(SLMS) will be the module creator, facilitator, and instructor. The module contains face-to-face instruction

and group learning in both synchronous and asynchronous formats. The types of learning opportunities

covered in the module include instruction, class discussion, self-directed active discovery, modeling,

presentation, and reflection. Students will have their choice of library resources, print and electronic, for the

module. Three 45-minute class periods of synchronous research in the school library media center and about

thirty minutes of asynchronous research will be necessary to complete the module. Students will need access

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to a traditional school library’s resources, print and online databases, as well as computers with internet

access. The module will be low cost, utilizing the existing physical space, computers, internet access, and

paper copies for handouts.

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Lesson Plan

LESSON 1:

The module will begin on day one with students entering the library and filling out the Initial Entrance

Survey handout detailing their current ISP behaviors. Knowledge gained from this survey can further guide

instruction throughout the module. An explanation of the rubric, which contains the standards and learning

goals will follow the entrance survey. In order to recall existing knowledge, the students will engage in 5

minutes of discussion, about the following topic:

You are about to partner with one other person in the room, choose a topic, and perform research for

that topic. What are some sources you could use to find your research?

After discussion, the teacher will distribute the first handout entitled Initial Resources and read the directions

aloud. Students will be directed to find a partner and pick any topic that is of interest to them both. The goal

of the assignment is to find three sources of information that could be used in a report or poster on the topic.

Students will have the remainder of the class to fill out the handout, and they will turn it in when they are

finished. The school library media specialist (SLMS) will read the responses and record the areas for

improvement in students’ source evaluation practice and trends that can be discussed at the next meeting.

LESSON 2:

During the second lesson, the SLMS will ask the class to find the same partner from lesson one, and

then the handouts will be returned. The class will engage in whole group discussion for twenty minutes, with

each partnership sharing one source and their justification for selecting the source. During this time, the SLMS

will ask questions to the class to help begin the process of critically thinking about evaluating sources. All

students should be encouraged to answer questions or ask additional questions of their peers. Questions

might include:

Why did you choose this source?

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Who wrote this information?

Do you trust that the information is accurate?

Do you think this source will provide enough information to use for a project?

Do you think the author is biased or selling something?

When was this material made?

For the remainder of the class, the SLMS will lead group discussion, along with modeling and lecture. The

second handout entitled Secondary Resources will be distributed to each student. This doubles as a visual

guide used to explain how to evaluate sources. Evaluating sources for currency, authority, accuracy,

relevance, and purpose (CAARP) will be addressed in detail, using the handout and included questions to guide

the discussion. There will be discussion about where to find the answers to the questions. As each criteria is

mentioned, the SLMS will ask questions of the students such as:

Where can you find out who is the author of a book? An article in a magazine? A website?

Where will you find the date of publication or creation in a book? An article online? A website?

Where can you look to see if an author has cited sources?

How will you know the purpose of a website or book?

Some brief lecture will be necessary at times, such as providing new information students may not know, like

explaining that the ending of a web address can give a clue to its purpose or authority. Additionally, the SLMS

will remind students that sometimes it can be just as easy to find scholarly information in a print source or

online database because the evaluation questions are quickly answered. Students will be encouraged to try to

find new information sources other than the internet. A five minute tour of library resources will provide a

cursory look at keyword searches on the library catalog, location of reference books in the library, and how to

find and use keyword functions on an online database such as EbscoHost. The object is not to teach them to

become proficient using any one source, but to spark new ideas and take the fear out of using unfamiliar

sources. At this time the SLMS will explain that each student will work independently on completing the

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second handout. The students will find two sources for the same topic they used before. In addition to

answering basic questions, the students will critically evaluate the source. They will be encouraged to be

selective in the process of choosing two resources. Students will have one week to complete the handout

outside of class. They can access the library during open period, lunch, home room, and after school, or they

may choose to use the computer and internet during free time or at home.

LESSON 3:

Students will gather in a whole group at the start of the third lesson. Each student will be encouraged

to share one source they used and explain their rationale to the class based on their answers on the

worksheet. This will be a free time for students to share and question one another in a supportive and helpful

manner. The SLMS can ask additional questions to the class, encouraging more critical evaluation skills.

Additionally, the SLSM can record for later use the trends and gaps in understanding so that further modules

and teaching can be tailored to fit their IL needs. During the last 5 minutes of class, the SLMS will collect the

Secondary Resources handout and distribute the Exit Survey. The SLMS will explain that students should

provide two ways that they will change their behavior during the source selection and evaluation process.

These surveys will be compared with the Initial Entrance Survey to see if students have made progress in their

ISP and evaluation skills. All four documents, including the entrance survey, handout one, handout two, and

the exit survey, can be used to inform the SLMS’ decisions while grading with the module rubric.

The last class discussion and the exit survey will be particularly helpful in determining if the module

was successful. If it becomes clear that concepts were not mastered, a different approach may need to be

implemented. It may be necessary for the class to participate in a whole group evaluation of one source at a

time through guided instruction. Participating in an online tutorial may also be a way to further illustrate the

source evaluation techniques in additional modules.

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Initial Resources

Partner names #1 _____________________ #2_____________________ Date_________

The topic we are investigating: _____________________________________________________________

Please find three sources of information that you could use to create a poster or paper about your research

topic. Answer the questions below about each resource.

Resource #1

1. What type of resource is it? Circle one: Print or Online

2. Circle one: magazine, newspaper, book, encyclopedia, online database, internet site

If none of the above, what is it? ________________________________________________

3. Where is the location of the resource? If it is a print resource, give the call number, volume or issue

number. If it is an online source, give the web address or database name.

________________________________________________________________________________

4. The title _________________________________________________________________________

5. The author or creator ______________________________________________________________

6. Please provide two reasons why you choose this source

a. __________________________________________________________________________

b. __________________________________________________________________________

Resource #2




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________________________________________________________________________________

4. The title _________________________________________________________________________



a. __________________________________________________________________________

b. __________________________________________________________________________

Resource #3






________________________________________________________________________________

4. The title _________________________________________________________________________



a. __________________________________________________________________________

b. __________________________________________________________________________

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Secondary Resources Name _______________________ Date_________

The topic you are investigating: _____________________________________________________________

Please find two sources of information using the same topic as before. This time, please consider the resource

options and the tools discussed in class to determine a source’s accuracy, validity, and appropriateness. Do

not use the first few sources you find unless they meet the standards discussed in class. Searching for sources

and quality information is like fishing…it takes time. Remember to find the CAARP in each source.

Currency, Authority, Accuracy, Relevance, Purpose

Resource #1






________________________________________________________________________________

4. The title _________________________________________________________________________



a. __________________________________________________________________________

b. __________________________________________________________________________

Evaluate Source #1

Currency: What is the date of the article, publication date of the print source, or copyright date? Is it current

enough to provide accurate information? ____________________________________________________

______________________________________________________________________________________

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Authority: Who is the author? What are their credentials or qualifications? If online, does the URL provide any

additional information (.com, .edu, .org, .gov, .net) ________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Accuracy: Is the information free of errors and typos? Does it appear professional? Does the author cite

sources and provide a bibliography of additional information? _______________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Relevance: Does it appropriately support your main research question and provide enough detail to meet your

needs? ____________________________________________________________________________________

__________________________________________________________________________________________

Purpose: What is the author or site’s purpose in presenting the information? Is it biased? For entertainment,

education, or to sell a product? ________________________________________________________________

__________________________________________________________________________________________

Based on this information, is this a source you feel confident in citing for your project? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

Resource #2



If none of the above, what is it? ____________________________________________________

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____________________________________________________________________________________

4. The title _____________________________________________________________________________

5. The author or creator __________________________________________________________________


a. ______________________________________________________________________________

b. ______________________________________________________________________________

Evaluate Source #2

Currency: What is the date of the article, publication date of the print source, or copyright date? Is it current

enough to provide accurate information? ________________________________________________________

__________________________________________________________________________________________

Authority: Who is the author? What are their credentials or qualifications? If online, does the URL provide any

additional information (.com, .edu, .org, .gov, .net) ________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Accuracy: Is the information free of errors and typos? Does it appear professional? Does the author cite

sources and provide a bibliography of additional information? _______________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Relevance: Does it appropriately support your main research question and provide enough detail to meet your

needs? ___________________________________________________________________________________

__________________________________________________________________________________________

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Purpose: What is the author or site’s purpose in presenting the information? Is it biased? For entertainment,

education, or to sell a product? ________________________________________________________________

__________________________________________________________________________________________

Based on this information, is this a source you feel confident in citing for your project? Why?

__________________________________________________________________________________________

__________________________________________________________________________________________

+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

General Questions

How are these two sources different from the first three sources you found with your partner?

_________________________________________________________________________________________

_________________________________________________________________________________________

What step was easy for you to complete while looking for CAARP in your sources?

_________________________________________________________________________________________

_________________________________________________________________________________________

What step was more difficult for you to complete while looking for CAARP in your sources?

_________________________________________________________________________________________

_________________________________________________________________________________________

About how many sources did you look at before you decided on these two sources?

_________________________________________________________________________________________

_________________________________________________________________________________________

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Assessment Description

In this module, a variety of assessments will be taking place, including formative and summative

informal assessments. An initial entrance survey will provide a base line of information to determine the

success of the module. Informal observation will be used during lesson one’s discovery learning period and

during the class discussions. An exit survey will provide students with an opportunity to share with the SLMS

what was learned during the module. These assessments will be compared and evaluated, providing a level

three behavioral assessment, which includes using the rubric to evaluate the process, product, and

performance of the student during the module.

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Module Rubric Student Performance:

Students will demonstrate an ability to find, evaluate, and select appropriate sources to answer questions (AASL Standard 1.1.4).

Students will also be able to evaluate a source for accuracy, validity, and appropriateness (AASL Standard 1.1.5).

Conditions:

Students will participate in the learning module through the use of the library media center tools, computer, internet, librarian, and peers.

Tasks:

Participation during class discussion

Participation during self-directed discovery periods

Completion of session one Initial Resources handout

Demonstrated improvement in evaluation of resources Secondary Resources handout

Demonstrated critical thinking in Secondary Resources handout

Completion of end of module exit survey

Needs Improvement 1

Emerging Skills 2

Proficient 3

Participation during class

discussion

Did not participate Participated 1-2 times Participated more than 2

times

Participation during self-

directed discovery

periods

Did not engage in

computer discovery or

research

Participated but was

frequently off-task

Participated fully and

engaged in discovery

Completion of session

one Initial Resources

handout

Did not complete all

three sources and

associated questions

Completed with

minimum amount of

work and did not show

critical thinking in answer

to the questions

Completed and fully

answered all questions

with evidence of critical

thinking

Demonstrated

improvement in

evaluation of resources

in Secondary Resources

handout

Did not turn in new

sources for Secondary

Resources handout

Sources provided do not

show evidence of

improvement in

evaluation

Completed two new

sources, showing

improved evaluation skills

Demonstrated critical

thinking in Source

Worksheet Part 2

Displayed lack of effort in

answering questions or

did not answer questions

Did not demonstrate

understanding of the

lesson or critical thinking

when responding to

questions

Demonstrated

understanding and critical

thinking in response to

questions

Completion of end of

module exit survey

Did not complete exit

survey

Did not provide two

examples of planned

personal improvement

Provided two thoughtful

plans for personal

improvement

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Initial Entrance Survey

Name ___________________________ Date ____________

1. The first place I go to when I need information for a project is: _________________________________

____________________________________________________________________________________

2. I usually try to find information using resources like__________________________________________

____________________________________________________________________________________

3. When looking for information I would rather not use ________________________________________

because _____________________________________________________________________________

4. I do not understand how to find information using __________________________________________

____________________________________________________________________________________

Use the continuum rating of 1 standing for low confidence and 5 standing for high confidence:

5. Rate your confidence level (1-5) using the Internet to find information:

____________________________________________________________________________________

6. Rate your confidence level (1-5) using the library catalog to find information:

____________________________________________________________________________________

7. Rate your confidence level (1-5) using online databases (like EbscoHost) to find information:

____________________________________________________________________________________

8. Rate your confidence level (1-5) using encyclopedias, magazines and newspapers to find information:

____________________________________________________________________________________

9. Rate your confidence level (1-5) using books to find information:

____________________________________________________________________________________

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Exit Survey

Name ___________________________ Date ____________

Please provide two ways that you will change your information seeking behavior as a result of what you

learned in class:

1.________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

2.________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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Worksheet: Steps of Action Research

Taking a Closer Look at Your Information Literacy Issue that you are addressing with your instructional module, an exercise in thinking about the information literacy needs of your setting. Action Research worksheet designed by Dr. Meghan Harper, June 2014.

1. Identify the purpose of study and problem statement.

What are the issues in your library?

When conducting research on their own, students gravitate toward using the Internet first, disregarding other sources. When faced with evaluating a source, students do not have the knowledge of evaluation techniques to make an informed decision.

The purpose of this module is to teach students how to find, evaluate, and select appropriate sources (AASL skill 1.1.4) and evaluate information on the basis of accuracy, validity, and appropriateness for needs (AASL skill 1.1.5).

2. Collect background information on topic based on problem statement. What has caused the problem? Informal analysis, observation, anecdotal responses? How do you know?

Based on four years of watching students K-12 perform research in a homework help center at the public library, a large majority of students immediately start to look for sources on the Internet using a common browser, selecting sources from the first few hits.

The current generation of students have grown up around computers and technology but this does not mean they know how to use them effectively and appropriately.

Teachers frequently report that students’ choices for resources are not scholarly or credible.

3. Review current literature on this topic. Identify possible sources of information. Information literacy is the overarching topic. What subtopics are informing your thinking about this information literacy issue?

In a literature review of information seeking behavior of children and teens, Walter (2003) cites a study she performed with Borgman about fourth and sixth grade students’ use of library catalogs. The results indicated that children use library catalogs as a resource of last resort, preferring instead to browse the collection or ask someone for help (as cited in Walter, 2003).

Additionally, Walter reported Pew Charitable Trust findings that 94 percent of kids “report that they prefer to use the Internet over all other sources for school research” (as cited in Walter, 2003).

In a study of web searching behavior of older high school students, Fidel et al. (1999) found that students had never received training in searching for resources via the Internet (as cited in Walter, 2003). The findings reported the students, “had little knowledge of search engines, evaluation criteria, or search strategies, relying on past experiences and the assistance of their peers to locate new information (as cited in Walter, 2003).

According to several studies, students’ confidence in information seeking skills on the computer does not

guarantee actual skills in the search process. In a review of youth behaviors with electronic resources,

Jackson and Banwell (2005) report that students exhibited “lots of confidence but little competence: they

were not nearly as good as they thought they were” (as cited in Shenton, 2009).

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In a study of fifth grade students, Hirsch (1999) investigated the relevance criteria students use to select

specific sources. When selecting textual material, topicality was the most important factor in determining

a book’s usefulness. The next two criteria in order of importance were whether the student considered

the material interesting and novel (Hirsch, 1999).

In a study of the information search process skills of junior high students, Branch (2003) indicates that

instructional intervention allowed the students to “gain skills and strategies that would help them to be

better able to plan for inquiry and retrieve a variety of materials” (Branch, 2003).

The Center for Information Behaviour and the Evaluation of Research (CIBER) found that despite their

preference for information seeking on the internet, students often fail to understand the Internet and

spend little time contemplating the relevance, accuracy, or authority of the information found (2008).

Additionally, the study found that “young people give a consistent lack of attention to the issue of

authority” (CIBER, 2008).

4. Formulate questions based on problem statement.

What information do you need to gather?

An initial survey of ISP skills before beginning any instruction

Written documentation (Handouts) that check individual student practices in finding resources, including during and after instruction

Observation of behaviors during the module and analysis of the change in quality of evaluation skills from handout 1 to handout 2.

Exit survey of learned behaviors or practice changes as a result of the module

Independent corroboration at a later date of continued use of new ISP behaviors learned from the module. This could be a comparison handout asking students to evaluate two website sources about the same topic for accuracy, validity, and appropriateness.

5. Collect data from more than one source (triangulate data). Who (library stakeholders) should be involved? How will you find out? Best source of information gathering about information literacy in your setting? Information literacy assessment tools in place or available?

Teacher feedback on whether the quality of their students’ resource evaluation skills have improved, including anecdotal or observed changes.

School library media specialist and any additional library personnel in the classroom will report observations and results of surveys and handouts.

Students report through exit surveys of their changed ISP behaviors.

6. Organize data. Create reports and charts. Identify what issues, factors, & variables that have emerged in this initial research gathering. What data could be gathered at your setting and how would the information be most effectively presented?

Data gathered: Student evaluation of their own selected sources for accuracy, validity, and appropriateness. Librarian observation of discussion between all students as they present their resources and defend their evaluation of the sources. Student diversification of resources – whether the student chose mainly print or online sources.

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Most effective presentation: A document compiling a source from each student and quotes from the handout about the reason they selected the sources. Included in the document would be a section of quotes from the exit surveys of ways students will change their behaviors.

7. Interpret data.

What are commonalities among data results? Disconnects? What do you think you will find out?

I think that I will find that students gravitate toward online sources despite discussions on other types of sources. This module would be one of many sessions covering IL skills. It is probable that much more time will be needed to introduce print sources, library catalog skills, and locating print sources in the library.

8. Draw conclusions and plan for future.

What additional questions were unanswered or emerged during the action research study? How can the information be used to inform information literacy initiatives & education? Build awareness? Create change? Identify connections to overall library or institution service.

The goal in this module was to get a baseline of their skills in searching for and evaluating sources. I would not expect student behaviors to change overnight, which is why I am asking in the exit survey for students to consider two ways they will change their ISP behaviors. As each successive model is added, a collection of exit surveys could be maintained in a folder for students so that they could have an ongoing record and reminder of two skills from each unit that they learned or changed as a result of the modules. This would also serve as a way to document to other stakeholders (teachers, admin, parents, community) the valuable lessons students have learned throughout their time in the library media center.

9. Start process again with new information.

What have you learned from the process? Implications for the future? What do you hope to learn from evaluating the use of your information literacy module?

This first module would direct further lessons as trends and gaps in knowledge are detected. I would hope

to learn the needs of my individual community with all its diverse learners and complexities. Currently, I

can base the module on general research about students’ ISP, however after a module such as this, I would

be able to see how I could tailor each successive lesson to the unique needs of my students.

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Annotated Resources

As the current module stands, it includes aspects for many learning styles. Students are able to be active

participants in the learning process through discussion, hands-on discovery, partner participation, lecture, and

modeling. Information is presented in auditory and visual formats. Students are able to show their progress

through multiple means, including class discussion, handouts, and surveys. Due to time constraints there was

not time to complete an online tutorial of the information during the module, however this would be an

excellent extension activity. Listed below are resources that can be used to differentiate the learning

experience for students with various abilities.

Beck, S.E. (2009). The good the bad and the ugly, or why it’s a good idea to evaluate web sources. New Mexico

State University Library. Retrieved from http://lib.nmsu.edu/instruction/evalcrit.html#currency

This site is a website evaluation guide that students can complete at their own pace. It contains criteria for

evaluating websites and has links that provide tangible examples to each question. It may be a particularly

helpful reinforcement to students with learning disabilities and visual or tactile learning styles.

Eisenberg, M. (2010). Introducing the Big 6 approach to information problem solving. Big 6 Free Stuff:

Presentations. Retrieved from http://big6.com/pages/free-stuff.php

This visual PowerPoint presentation can be accessed under the Presentations category. It includes an

introduction to the Big 6 information and technology skills in a colorful and appealing way. Visual learners

would particularly benefit if this presentation accompanied a lecture on the same topic.

Germain, C.A., and Horn, L. (2001). Evaluating internet sites 101! University Libraries, University of Albany.

Retrieved from http://library.albany.edu/usered/wwwdex/

In this online learning tutorial, the criteria for evaluating an internet site is described through text and

hands-on learning. Examples for each criteria are followed by sample sites and follow up quiz questions

that explain the rationale for right and wrong answers. Students with learning disabilities and students

who benefit from hands-on experience, including tactile and visual stimuli, will benefit with this tutorial.

http://lib.nmsu.edu/instruction/evalcrit.html#currency

http://big6.com/pages/free-stuff.php

http://library.albany.edu/usered/wwwdex/

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November Learning (2014). Education resources for web literacy. Retrieved from

http://novemberlearning.com/educational-resources-for-educators/information-literacy-resources/

This site provides seven exercises to teach web literacy. A quiz with an answer key can help assess

students’ skills. One particularly helpful exercise provides funny and informative websites that students

can evaluate for their validity. Clear, concise, and uncluttered, this site would be helpful to students with

visual impairments, as the text size is larger and the links are easily distinguishable.

Oklahoma Christian University (2009). Evaluating web sources. Beam Library VidGuide. Retrieved from

http://youtu.be/KedW_zEylRc

This short video on evaluating web sources provides a quick overview of the topic, but imparts important

information to consider as well. The facts communicated by the narrator allow a visually impaired student

to grasp the concepts easily, as the visuals provided are not essential to understanding the information.

Oregon Association of School Libraries (2014). How to find online tools. Oregon School Library Information

System. Retrieved from http://elementary.oslis.org/learn-to-research/research/how-to-use-online-tools

This source provides links that answer questions students would face during the ISP. A complete section

on learning how to research is included with examples and links. In addition, the site presents helpful facts

about many topics like lexile ranges, online databases, Boolean search tips, and lists of potential resource

types. This site would be helpful to an independent learner who enjoyed finding answers to their own

questions.

http://novemberlearning.com/educational-resources-for-educators/information-literacy-resources/

http://youtu.be/KedW_zEylRc

http://elementary.oslis.org/learn-to-research/research/how-to-use-online-tools

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Bibliography

American Association of School Librarians (2007). Standards for the 21st Century learner

Retrieved from

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_

LearningStandards.pdf

Branch, J. L. (2003). Instructional intervention is the key: Supporting adolescent information seeking. School

Libraries Worldwide, 9(2), 47-61.

Center for Information Behaviour and the Evaluation of Research (2008). Information behaviour of the

researcher of the future. Retrieved from

http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf

Hirsh, S. G. (1999). Children's relevance criteria and information seeking on electronic resources. Journal of the

American Society for Information Science, 50(14), 1265-1283.

Shenton, A. K. (2009). Is the all-electronic route a sensible option for the modern school library? New Library

World, 110(11), 487-497. doi:http://dx.doi.org/10.1108/03074800911007514

Walter, V. A. (2003). Public library service to children and teens: A research agenda. Library Trends, 51(4), 571-

589,690.

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf

Documents

Leanna Hampton Information Literacy Module Contents