Type of Presentation
Individual paper/presentation (20 minute presentation)
Target Audience
K-12
Location
Room 218
Abstract
Despite being dubbed the Digital Generation, information literacy skills do not come automatically to high school students. Teachers and library media specialists must work together to provide quality strategies and scaffolds that help students evaluate sources authentically. Whether modeling the digital search process, creating pathfinders to direct students toward authoritative sources, or initiating discussions with students about quality resources, the library media specialist can become a valuable instructional partner to the classroom teacher.
The presenter, who has served as a high school media specialist, will discuss specific lesson plans she has co-taught with classroom teachers (as time allows). Topics may include consumerism in Of Mice and Men (American Literature), the labor force participation rate (AP Economics), “Are humans inherently good or evil?”, the Bill of Rights today (US History), ancestry (AP Human Geography), primary source DBQs (AP US History), “Is justice always served?” in To Kill a Mockingbird (9th Grade Literature), college-level research resources (Tools for College Success class), and the Language Arts department-wide annotated bibliography process.
The focus of the session will be to generate quality discussion about the ways in which teachers and librarians can direct students toward quality, authoritative sources without excessive hand-holding or the stifling of creativity. Input is welcome from audience members who have used similar strategies successfully at their own institutions.
Presentation Description
Despite being dubbed the Digital Generation, information literacy skills do not come automatically to high school students. Teachers and library media specialists must work together to provide quality strategies that help students evaluate sources authentically. Whether modeling the digital search process, creating pathfinders to direct students toward authoritative sources, or initiating discussions with students about quality resources, the library media specialist can become a valuable instructional partner to the classroom teacher. The presenter, who has served as a high school media specialist, will discuss specific lesson plans she has co-taught with classroom teachers in language arts, social studies, and science.
Keywords
information literacy, high school, library media specialist, scaffolding information
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Paynter, Kelly Crisp, "Information Literacy Scaffolds in the 9-12 Classroom" (2014). Georgia International Conference on Information Literacy. 38.
https://digitalcommons.georgiasouthern.edu/gaintlit/2014/2014/38
Information Literacy Scaffolds in the 9-12 Classroom
Room 218
Despite being dubbed the Digital Generation, information literacy skills do not come automatically to high school students. Teachers and library media specialists must work together to provide quality strategies and scaffolds that help students evaluate sources authentically. Whether modeling the digital search process, creating pathfinders to direct students toward authoritative sources, or initiating discussions with students about quality resources, the library media specialist can become a valuable instructional partner to the classroom teacher.
The presenter, who has served as a high school media specialist, will discuss specific lesson plans she has co-taught with classroom teachers (as time allows). Topics may include consumerism in Of Mice and Men (American Literature), the labor force participation rate (AP Economics), “Are humans inherently good or evil?”, the Bill of Rights today (US History), ancestry (AP Human Geography), primary source DBQs (AP US History), “Is justice always served?” in To Kill a Mockingbird (9th Grade Literature), college-level research resources (Tools for College Success class), and the Language Arts department-wide annotated bibliography process.
The focus of the session will be to generate quality discussion about the ways in which teachers and librarians can direct students toward quality, authoritative sources without excessive hand-holding or the stifling of creativity. Input is welcome from audience members who have used similar strategies successfully at their own institutions.
