Key+Elements


 * Library/Computer Class Fourth Quarter Spring 2012 7th/8th grade**


 * Inter-American **** Magnet School Mission and Vision **


 * Essential Questions: **
 * What kind of community are we trying to create in our school and in the world?

Working in pairs, students select and analyze the meaning of a core **concept** of the school’s mission and/or vision. Students meet clearly defined information requirements based on research, interviews, and reflections about their own personal experiences.
 * Big 6 Skill 1: Task Definition **

Students use iMovie on the iPads to create 4-5 minute films (using information and images obtained using desktop computers) in English OR Spanish that combine presentation slides, images, film, audio voiceovers, music, etc. Student videos contain film footage of both student researchers/documentarians, voiceovers by both students, and film footage and/or voiceovers by other students and teachers.


 * Information Requirements: EIGHT KEY ELEMENTS **


 * Element One: **** * Concept definition ** – Students clearly //define// their **concept**.

The term literacy traditionally refers to the ability to read and write.

INFORMATION LITERACY refers to the ability to identify what information is needed, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, utilize information from those sources, and share that information in an organized and compelling way.

The definition of INFORMATION LITERACY aligns with the Big6 Information Processing Model used at Inter-American: Task Definition – defining the information needed
 * xxxxxxxx CUT**

Information Seeking Strategies – considering possible sources and selecting the best ones

Location and Access – locating needed information

Use of Information – using information to meet information needs

Synthesis – combining and organizing information from multiple sources for sharing with others

Evaluation - the ongoing assessment of the process and the product
 * xxxxxxxxx CUT**

INFORMATION LITERACY is extremely important in today’s world because the number of available information sources is vast and expanding exponentially. Some resources are authoritative, current, and reliable, but many are out of date, misleading, and false. Further, the types of technologies used to access, manipulate, and create information are evolving and increasing rapidly. Today’s citizens must know how to identify reliable sources and use that information productively and responsibly. Today’s citizens must also continually adapt to new technology tools, including computers, mobile devices, software, and a steady flood of new applications.

INFORMATION LITERACY SKILLS are vital for students, employees, consumers, and citizens. They are essential for academic purposes (such as research papers and presentations). They represent required skills for employees in today’s work environment. They are important for making consumer decisions about what products and services to purchase. Finally, these skills are required for citizens to fully participate in a democratic society. Citizens must master the information landscape to remain informed, to understand issues, and to understand the electoral process.


 * Element Two: ** * **Information/statistics** – Students //report// current information and/or statistics about their **concept** using digital information resources such as online journals, newspapers, and databases.

Due to changing conditions in the world of technology and communication, the American Association of School Librarians published new national standards in 2007 entitled, “Standards for the 21st Century Learner.” Among the “common beliefs” asserted in the standards are the following:


 * Reading is a window to the world.
 * Inquiry provides a framework for learning.
 * Ethical behavior in the use of information must be taught.
 * Technology skills are crucial for future employment needs.
 * Equitable access is a key component for education.
 * The definition of information literacy has become more complex as resources and technologies have changed.
 * The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own.
 * Learning has a social context.
 * School libraries are essential to the development of learning skills.


 * Element Three: **** Connection to IAMS ** – Students //identify and report// about a **practice or tradition** of the IAMS program that addresses that **concept** of the school’s mission/vision.

Element 3 The project-based courses offered in school library and technology specials classes at Inter-American are addressing the goal of teaching students information literacy skills. Complex projects such as these demand that students work collaboratively, integrating multiple technology tools to locate and identify relevant information, apply critical thinking skills, synthesize findings to create unique information products, and share each others’ work in the classroom and the larger community. Tools will come and go, but Inter-American students will be prepared to adapt to new tools and innovations because they are using digital communication tools productively now!


 * Element Four: **** Interview(s) ** – Students //interview// __other students__ and __at least one member of the faculty__ on camera to provide further insight about their mission and vision **concept** and the IAMS **practice or tradition** reported in Element Three.

**Mr. Padron** about technology

**Ms. Coulter** about social sciences, social justice, social consciousness (for ELEMENTSEVEN) Question 1: How do the projects completed in library and computer classes contribute to the teaching of social sciences? Question 2: How do these projects help students develop awareness of social justice issues?


 * Element Five: ** **Personal Experience** – Students //share// how the IAMS **practice or tradition** described in Element Three have 1.) impacted them personally **and** 2.) advanced the realization of their mission and vision **concept**.

I have been impacted personally by the project-based courses in library and technology at Inter-American. By designing and executing such projects I have greatly improved my own information literacy skills and my ability to teach those skills effectively to students. I have joined teacher learning communities including the Project Technology Elite program and the Mobilary Project, both offered by the Chicago Public Schools Department of Libraries.

The practice of project-based courses in library and technology has advanced student information literacy skills, thereby enhancing student literacy - a key component of the school's mission. Middle school students are engaging in robust research and producing and sharing excellent digital products. They are successfully navigating their way through information resources and juggling multiple technology tools.


 * Element Six: ** **Personal Commitment** - Students //explain// 1.) what they are doing and 2.) what others can do to advance the realization of their mission and vision **concept**.

I have promoted information literacy skills at Inter-American by collaboratively designing and executing projects. Other teachers can and are promoting mastery of information by engaging students in projects that require the use of technology tools. Students can further enhance their information literacy skills by working hard on technology-based projects and by enrolling in and participating safely and responsibly in online communities of interest to them, including online communities focused on literature, social justice, photography, the arts, and video.


 * Element Seven: **** Connecting the dots ** – 1. ) Students //establish a connection// between their selected **practice or tradition** and that of another group. 2.) Students explain how one **practice or tradition** advances more than one mission and vision **concept** simultaneously.

The practice of teaching information literacy skills at Inter-American is related to the education of students in two languages. By engaging students in projects in both Spanish and English, we are preparing students to reach a wider audience in their digital lives.

The practice of teaching information literacy skills advances the goal of literacy goal, the goal of high linguistic proficiency in two languages, and the goal of raised social consciousness at the same time.


 * Element Eight: **** Essential Questions ** – Students respond to the essential questions based on their research and personal opinions.


 * What kind of community are we trying to create in our school and in the world?

We are trying to create a school community in which our students utilize available technology tools along with print and online information resources to work collaboratively and to engage in discussions around issues of importance in today's world. We are educating concerned global citizens, leaders, professionals, and voters who will utilize technology and information to remain informed and to communicate their ideas and beliefs in a variety of formats that are compelling to others.


 * How are my actions (and **our** actions) advancing the goals of our school’s mission & vision?

By planning and executing these projects collaboratively with other teachers, by incorporating content that challenges students to explore social justice themes, by providing project models, by demonstrating cooperation and collaboration between and among students and teachers, and by providing guidance and direction to student groups, we are advancing the goals of educating students with sound information literacy skills and a well developed sense of social consciousness and responsibility.