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Abstract [Poster Presentation] Pre-service teachers at Boise State University enrolled in a piloted one-credit library research course, in which the POGIL method was used to teach information literacy and Web 2.0 skills. The faculty librarian employed the POGIL learning method in order to improve students’ depth of learning and increase their engagement with the information-seeking process. Learning outcomes included building pre-service teachers’ content knowledge; increasing familiarity with inquiry learning; recognizing and solving information problems using the Big6 Skills framework; evaluating primary and secondary sources; and utilizing state-funded information resources in their teaching. The overall goal of the course was two-fold: to build pre-service teachers’ information literacy skills, and help them teach future K-8 students these important skills. This poster presentation describes how POGIL was applied to two lesson plans, and includes written curricula, and the information sources used. Suggested Citation Margie Ruppel. "Information Literacy & POGIL: A New Approach to Using Inquiry Learning in Libraries" POGIL Northwest Regional Workshop. Seattle University. Jul. 2012. Available at: http://works.bepress.com/margieruppel/33
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Margie Ruppel, MLS Boise State University, Librarian/Assistant Professor [email protected]
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Information Literacy & POGIL A sample lesson plan for understanding primary sources
Team Task #2: Explore the photograph Instructions: 1) View the Photograph dated August 28, 1963 . 2) Divide the photo up into four equal parts, and
examine each part individually. Critical Thinking Questions: a) Who are the people in the photograph? b) What objects are in the photograph? c) What activities are taking place in the photograph? d) Based on what you have observed in the photograph, list two things you might infer. e) List two questions this photo raises in your mind. f) How might you go about finding the answers to your questions?
Team Task #1: Explore the letter Instructions: 1) Read the Letter to President Eisenhower, May 13, 1958. Critical Thinking Questions: a) What type of document is this? b) Comment on any unique physical characteristics of the document. c) Who created/authored the document? For what audience? d) Why do you think the document was written? What evidence from the letter supports your answer? e) List two things the document tells you about life in the United States during the 1950s. f) Write a question to the author that is left unanswered by the document.
Team Task #3: Define primary and secondary sources Critical Thinking Questions: a) What do the letter and photograph you just looked at have in common? b) What is a primary source, in your own words? List three examples different from those you just viewed. c) What is a secondary source, in your own words? List three examples different from those you just viewed. d) What defines primary and secondary sources - format or purpose? or both? e) What unique information or perspective do primary sources add to your knowledge of civil rights?
1) Distinguish between primary and secondary sources
2) Develop social studies content knowledge
Teamwork Critical thinking Information
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Letter from Jackie Robinson to President Dwight D. Eisenhower,May 13, 1958, National Archives & Records Administration
Photograph, Jackie Robinson and son being interviewed at the March on Washington, August 28, 1963, National Archives & Records Administration
