Integrating Technology Into an Information Literacy Curriculum
Information literacy and computer literacy are a natural combination. This presentation outlines the steps needed to integrate a traditional library skills curriculum and computer skills curriculum into a single Information Skills (Big6) Process Model. Handouts include the curriculum, a curriculum map, a computerized lesson design form, sample units from grades K-6, and sample assessment tools. (Updated and links checked March 2011)
Written comments about this workshop:
- Just to let you know that we are implementing many of the ideas you presented to us in September.
- Backs up his comments with down-to-earth understandable humor and examples.
- Doug gave us a very good “why” the information skills are needed and proceeded to show us how to get it done.
- This was one of the most informative workshops I have attended.
- Geared for adult learners. He knows his audience and their needs.
- It was a great way to learn about the Big6. The visuals were very clear and helpful.
- I have a much better understanding of the the Big6 and feel I can put it to use.
- Excellent! Very helpful. Great handouts.
- Well organized and easy to follow presentation of ways to integrate technology into curriculum.
- Doug Johnson is a delightful and interesting speaker. The way he “frames” technology integration is insightful and useful.
- This workshop was so relevant to what we are doing in our district.
- Doug Johnson is worth the entire conference.
- I attended two of your sessions this past weekend at KETC . I REALLY enjoyed them and have gone to many of the sites you included in your handouts. Thanks so much for making the conference worth taking two days off of work!!!!
Resources and links:
The Big Six Website <http://www.big6.com/> LOTS of links to district applications of the Big6.
The Big6 Listserv
To subscribe to the Big6™ Electronic Discussion Group
Super3 - Grades K-2: http://www.big6.com/kids/K-2.htm
The Super3 is a version of the Big6 Skills for very young students. The Super3 Skills (Plan, Do, and Review) help young children think about assignments as a 1-2-3 process. Designed for the youngest audience and guided by the "InfoWorm" character, the Super3 site presents illustrated stories, games, songs and fun activities that support early information literacy skills.
BIG6 - Grades 3-6: http://www.big6.com/kids/3-6.htm
The Big6 helps students think before they start a task. The Big6 step-by-step process guides students from the beginning "What do I need to do?" to the conclusion "Did I do my job well?". The Big6 Skills are explained in the context of a sample social studies assignment‹a report about Portugal. Special features include It¹s Time for Science Fair, Big6 Assignment Organizer, Taking Notes: It¹s Not Rocket Science, and links to adventures, games, and Big6 songs.
BIG6 - Grades 7-12: http://www.big6.com/kids/7-12.htm
Students develop high-level Big6 thinking skills when they use the Big6 tools in this section: Assignment Organizer, Research Paper Organizer, Finding Ideas for Your Research Topic, Ideas about Note Taking and Citing Sources, Selecting and Locating the Best Sources and more. Each Big6 Skill is explained in the context of a sample information-based assignment‹ write a paper about a notable American, Scott Joplin.
Mankato Area Public Schools Information and Technology Literacy Curriculum and Benchmarks, K-12 (Link on left of page.)
Assessment Examples (See handouts for Getting What You Ask For workshop)
Articles
"
LMC_Big6-ICT_Curriculum_LMC_MayJune2010.pdf
" with Mike Eisenberg, LMC 2010
"Curriculum Built Not to Last" School Library Journal, April 1999 <http://www.doug-johnson.com/dougwri/curriculum-built-not-to-last.html>
"Everyday Problem-solving," LMC, <http://www.doug-johnson.com/dougwri/every-day-problem-solving.html>
"Owning a Curriculum" Library Media Connection, October 2004 <http://www.doug-johnson.com/dougwri/owning-our-curriculum.html>, January 2002
Activities
List one way each of the following occupations might use information and technology
to complete tasks and solve problems:
Truck driver
Physician
Musician
Farmer
Banker
Salesperson
Small business owner
Mechanic
Architect
Custodian
From the video
List the technologies you saw used------------------------------------------
List the skills you saw used-----------------------------------------------------
How are the companies different?
Bascomb
Heartwood
Building Conceptual Age Skills – What Should Schools Be Doing?
Daniel Pink’s book, A Whole New Mind, suggests some ‘Conceptual Age skills” needed for workers in a world of Asia, Abundance and Automation.
What experiences/activities should schools and libraries be offering students to help build these skills?
Not just function, but also DESIGN. “It’s no longer sufficient to create a product, a service, an experience, or a lifestyle that’s merely functional. Today it’s economically crucial and personally rewarding to create something that is also beautiful, whimsical, or emotionally engaging.
Not just argument, but also **STORY**. “When our lives are brimming with information and data, it’s not enough to marshal an effective argument… The essence of persuasion, communication, and self-understanding has become the ability also to fashion a compelling story.”
Not just focus, but also SYMPHONY. “What’s in greatest demand today isn’t analysis but synthesis – seeing the big picture and, crossing boundaries, being able to combine disparate pieces into an arresting new whole.”
Not just logic, but also EMPATHY. “What will distinguish those who thrive will be their ability to understand what makes their fellow woman or man tick, to forge relationships, and to care for others.
Not just seriousness, but also PLAY “Ample evidence points to the enormous health and professional benefits of laughter, lightheartedness, games and humor.”
Not just accumulation, but also MEANING. “[Material plenty] has freed hundreds of millions of people from day-to-day struggles and liberated us to pursue more significant desires: purpose, transcendence, and spiritual fulfillment.”
Not just knowledge, but also LEARNING. (Johnson) Unless a person develops both the ability and the desire to continue to learn new skills, to be open to new ideas, and to be ready to change practices in the face of new technologies, economic forces, and societal demands, he or she will not be able to successfully compete in a global economy.
Scenarios
Choose one of the following scenarios and work with your group to identify at least three ways students can use technology to improve the research activity. Be sure to describe how you would assess the project.
Primary level:
In “Animals Two by Two” second graders have chosen an animal and the written a short report, illustrated with hand-drawn pictures of the animal. The main objective of the science unit is to help students understand how animals grow and change.
Intermediate level
All fifth graders are required to do a science fair project that demonstrates the use of the scientific method. The teachers are disappointed because there are too many models of volcanoes and other projects copied directly from books on science fair projects.
Middle School
Online safety has recently been added as a part of the 8th grade health curriculum. Few support materials exist to help teachers conduct this unit so they felt a research project in this area would be a good idea.
High School
The 10th grade earth science teacher has come to the librarian for help in improving his global warming unit. He doesn’t think his students are sufficiently concerned about the importance of the topic.
Other scenarios???
Old Handouts (2006): Integrating Technology into an Information Literacy Curriculum, 33 pages