While
content objects are relevant for today’s students, I have decided to cover
options on Informational Literacy. As a
former high school English teacher, it is very important for my students to
understand the implications of Aristotle’s triangle and whether sources are
credible or not when doing research and using these schools at a college
level. Even state tests are beginning to
test students over sources via charts, graphs, or ads. It is clearly evident that it is necessary
for students to understand, dissect, absorb, and apply this information.
In
order to teach Informational Literacy, the teacher must be fully knowledgeable
themselves in each of the four domains. I
first used a simple google search to find teaching tools for informational
literacy. Must options that appeared were
in teaching critical thinking of the texts.
I then switched my google search to the Rhetorical Triangle + Advertisements. I think using Aristotle’s ethos, pathos, and
logs with a variety of print or video ads would be a lesson worth having
students participate in. Students must
be able to decipher what the author’s purpose was in creating the ad (critical
literacy), who it was created by (information ethics), and what form the ad was
in (media literacy). I would then have
the students use research skills to find their own ad to present to the class
with their analysis. Overall, this lesson could be used to answer all sections
of the graphic. Please note, I did not find one website that addresses all areas
of informational literacy. It would be
my job, as the teacher, to put different lessons together in order to address
all sections. This activity would take them through a complete lesson based on
TPACK. The class would be using
technology to find their own sources, pedagogy to evaluate the sources, and
content over the rhetorical triangle.
My
next google search was lessons on informational literacy. The first listed website was from Indiana
University. This has handouts and
lessons used to teach researching and evaluating sources for students. The worksheets
can be used via access of the internet by students (media literacy) or in downloadable
and printable pdf handouts if the teacher were to use them as supplements with their
content they were teaching. Research
skills and informational ethics are two sections of the NFIL graphic that this website
would address. The teacher would need to
have a supplemental lesson for their students on media literacy, if using this
website for printables, which would address how to go about looking for specific
sources on the internet or in databases (differences between them) to fulfill
media literacy. I feel that this lesson
could transform my teaching by showing them the relevancy of the skills needed;
if it is important enough for a college to spend time on it, it must be
important enough for us to learn (pedagogy).
My students could apply this website/printables to any number of
research projects depending on the unit: background of a writing’s time period,
author biography, current events to showcase their content and knowledge.
The
Online Writing Lab at Purdue University is a source that I have had on my teaching
website for many years. It is critical
for students to know how to correctly cite and quote information they find for
their papers. Although it only fits the
research skills section of the Informational Literacy diagram, I feel that is
still necessary for students to have knowledge of using MLA formatting for undergraduate
work. Easybib.com is another website for
this same purpose. It can go through the
sections needed using MLA in a paper and address how to cite information using
a Works Cited and in-text citations. Easybib
allows students to use technology to come up with an MLA citation by just copying
and pasting the URL. While this does not
impact their content or knowledge, it does just what a calculator has done for
math: make the task easier and more efficient so all students can learn the
process. Students would need a lesson on
cheating and plagiarizing in order to address the Information Ethics in the
NFIL graphic. My pedagogy would be
teaching students the skills needed to create an MLA Works Cited entry. Most of the time I use the original source, a
class novel, and have the students find a secondary source or review of the novel
in order to create a citation. They
would have to use technology in this respect and be able to identity the type
of media they were using for the review (Media Literacy).
The
same google search for lessons on informational literacy led me to a page that
was a class lesson for third grade students on analyzing text. It mentioned using the Big 6 for teaching
informational technology or modifying to three steps for elementary students. I then when to thebig6.org and found a wealth
of information. The website gives six clear steps to use when solving any problem
or dissecting information - something that is applicable across all content
areas. I browsed through the
instructional materials tab where I found where it had big 6 teacher centered handouts. As the teacher, you could analyze the pedagogy
you used to teach a particular lesson to see how well it covered all six areas:
task definition, information seeking strategies, location and access, use of information,
synthesis, and evaluation. It also gave
links to sample lessons depending on grade level/content where this approach
had been successful. While this was not
a student-centered handout, it did give the teacher valuable information on how
they could transform their current lessons to make them relevant for including
informational technology goals. When using this site with a lesson, all four
NFIL sections would be addresses as you analyzed the problem, looked at solutions,
and evaluated your answers. This idea
would thoroughly allow teachers to overlap all three sections of TPACK:
technology, pedagogy, and content.
Sources (Click on words to go to provided link)
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