STANDARD COURSE OF STUDY

INFORMATION SKILLS:: STRATEGIES :: GRADES 6-8

GRADES 6-8

Focus Areas
The learners will:

begin to independently access a greater and more varied number of resources (print, non-print, electronic)
continue development of personal criteria that they can describe in detail
begin to examine and evaluate ideas and opinions using more than their immediate surroundings as a point of comparison, and to recognize bias and stereotypes independently
resources for research, learn how to access these resources more efficiently, and begin to recognize the most appropriate resources (print, non-print, electronic) for specific tasks
create products with progressively less direction, using a variety of formats (print, graphical, audio, video, multimedia) and begin using formally accepted standards for production, including crediting sources, acceptable formats, etc.

Competency Goal 4	The learner will EXPLORE and USE research processes to meet information needs.
	4.01 Identify information needs and formulate questions about those needs. 4.01.1 Media coordinator/classroom teachers frequently model and discuss variety of reasons for seeking information (e.g., curricular pursuits, personal interests, problem-solving and decision making). 4.01.2 As a group/class identify, and chart information resources for classroom and personal needs. 4.01.3 Identify parts of a book (index, glossary, table of contents). 4.01.4 Discuss, identify, and chart information resources appropriate for various kinds of information (science, health, social studies). Reference books and information books NC WISE OWL and Internet sites. Vertical files Community resources 4.01.5 Media coordinator/classroom teachers model and provide frequent opportunities for students to use search tools and skills. Brainstorm issues/topics in groups large/small and formulate questions around which to frame research. Plan a search strategy. Use graphic organizers. Use NC WISE OWL tutorials. Explore and use search engines. Discuss the benefits and limitations of various resources. Identify appropriate online resources and create bookmarks files. 4.01.6 Frequently review issues to consider when evaluating sources and resources 4.01.7 Identify information needs for content areas. Have students locate resources in the media center and online. Discuss, compare, and evaluate the information and sources. 4.01.8 Have students create commercials with specific criteria. Have students use same criteria or develop a rubric to self/peer evaluate the commercial. Self/Peer Evaluation Process Identify positive elements of the product. Find something good about it. Be considerate of the creator’s feelings, ideas, and beliefs. Identify specific elements that might be improved. Evaluate the quality, variety, appropriateness, and number of resources. Identify most helpful and least helpful resources and tell why. Creators use responses to refine and improve products. This process could be used for a myriad of activities (paragraphs, stories, activities, products, models). 4.02 Identify potential research process models. 4.02.1 Media coordinator and classroom teachers frequently model and use research strategies and systematic processes for organizing and conducting research. Research Strategies and Models (Online Resources) Graphic Organizers Concept Mapping Note Taking KWL (What you Know, What you need to know, What you Learned) SQ3R Big Six Identify and discuss the models from which to choose or adapt. Identify and discuss commonalties among these approaches. Model and explain the importance of matching the process to the nature of the assignment. Use appropriate technology tools and resources to collect, analyze, and display data Guide students through several different research methods (scientific inquiry, Learning Cycle). Provide opportunities to use and refine process with a variety of mini projects. 4.03 Develop a search strategy which includes process and the information gathered. 4.03.1 Current Biography Junior Author and Illustrators Series British Authors 20th Century Authors * These reference materials are introduced to the students when they are doing an English research paper. The research paper is normally on an author. AG students use these materials when preparing for "Night of the Notables" Battle of the Books Science Fair Projects Reflections Research on debate topic Students select from a list of debate topics and decide to debate pro or con: Gun control Euthanasia/right to die School prayer School violence Capital punishment Research topic using the Abridged Readers’ Guide to Periodical Literature, NC Wise OWL, and CD ROM resources for current information. Use reference resources to support position. Information is organized to present during oral debate which is taped. Bibliography using accepted documentation style. 4.04 Follow acceptable use guidelines (AUP/IUP) in accessing information 4.04.1 Model, use, and review local AUP/IUP throughout the year. 4.04.2 Discuss the purpose of and need for local AUP/IUP. Develop posters, bulletin board displays, and/or brochures to encourage appropriate use of online resources. 4.04.3 Have students develop and use a personal "Good Habits Online" checklist. 4.04.4 Review importance of crediting all types of resources. Chart findings. 4.04.5 Have students select a controversial current event, research it, and create a multimedia presentation that will influence your audience. Survey your audience before and after your presentation to see if viewpoint changed. 4.05 Gather information from the most effective resources. 4.05.1 Practice using indexes to locate information on a specific topic in several sources, (e.g., NC WISE Owl, encyclopedias, atlases, almanacs, online resources). 4.05.2 Practice skimming materials for specific information on maps and charts. 4.05.3 Use prepared databases to find information about curriculum-related topics (e.g., Explorers, Famous Americans, etc.). 4.05.4 Have students identify information needs for content areas. Have students locate books in media center and online. Compare and evaluate the sources. 4.05.5 Have students create a commercial (in the format of their choice). Self evaluate/peer evaluation process. 4.05.6 As part of a unit on NC, have students gather information and images about pirates. Plan and create a pirates database to collect and analyze data. Have students combine these elements to create a multimedia product to report findings. (e.g., Hyperstudio, Powerpoint) 4.05.7 Have pairs/groups of students research a topic. Have students use visuals to support research findings. 4.05.8 Use/develop U.S. states database for collecting and analyzing data. Use findings to draw conclusions and make inferences. 4.05.9 As a class plan and create a literature database to include genre, characters, symbols, events, and sources associated with the heritage of the U.S., Canada and/or Latin America. Have students identify information they need. Gather information from a variety of formats. Organize and use information. Credit sources. Present information in a variety of formats. 4.06 Comply with the Copyright Law (P. L. 94-553). 4.06.1 Provide most current Copyright information to teachers and school personnel to help classroom teachers develop an understanding of current Fair Use Guidelines and Copyright issues. 4.06.2 Media coordinator models and encourages teachers to emphasize Intellectual Property Rights as they work with students and teachers. 4.06.3 Media coordinator/teachers model and work with students to develop a "Good Habits Checklist" for using Copyrighteded materials. 4.06.4 View and discuss "What Is Cyber Culture?" a video from Bell South. 4.06.5 Have students include a bibliography of works cited with all research reports/projects. 4.07 Organize and use information. 4.07.1 Media coordinators/teachers model and provide opportunities for students to use organizational tools (e.g., note cards, outlines, storyboards, graphic organizers, bookmark files) to plan, organize and develop reports/projects/presentations throughout the year. Cite sources. 4.07.2 Model and use electronic tools (e.g., database, spreadsheets) in all content areas to organize, analyze, display, and present findings, cite sources. 4.07.3 Identify information needs for content areas. Have students locate books in media center and online. Compare and evaluate the sources. 4.07.4 Students read biography/article of famous person. Dress as the person or produce a skit. Lower grade children come up and press "button" and character begins to "talk". 4.07.5 Have students create commercials (in the format of their choice). Have students use self/peer evaluation process. Identify information they need. Gather information from a variety of formats. Use database/spreadsheet tools to organize and use information. Credit sources. Present information in a variety of formats. 4.07.6 Identify people, symbols, and events associated with the heritage of the countries they are studying. Have students identify what information they need. Develop search strategy Gather information from a variety of sources. Use technology tools to organize and analyze information. Credit sources. Select the best format and present information to peers/others. 4.08 Credit sources used in print and non-print products. 4.08.1 As a group identify where and how to locate correct procedures for citing resources (print, non-print, electronic). 4.08.2 Identify and discuss necessity for citing sources of all kinds of media. 4.08.3 As a class do a preliminary search of possible sources and record to provide models for citing various types of resources. 4.08.4 Media coordinators/classroom teachers model and provide graphic organizer for students to record source of information from title page or cover. 4.08.5 Keep a log of bibliographic data (title, author, publisher, copyright year, call numbers, volume, page number) for print and electronic resources 4.08.6 Students make oral presentation using visual aids, citing resources. Use the Presentation Rubric. 4.08.7 Have students work in groups to locate sources for a science projects. Require bibliography for all presentations/products. 4.08.8 Have students cite resources for mini-research projects throughout the year. 4.08.9 Practice writing bibliographies for various kinds of media. Produce bibliographies for specific subjects. 4.09 Produce and present findings in various formats (print, graphical, audio, video, multimedia, web-based). 4.09.1 Media coordinator/teachers model and use a variety of technology tools to plan, create, organize and present information and creative works. 4.09.2 Provide a variety of opportunities for students to plan, research, develop, and present information (e.g., Earth Day, book fair, Heritage Day, Drug Awareness Week) and/or creative works to peers in a variety of formats. Draw pictures/cartoons Create a stories/plays Develop models/charts/graphs to depict data. Create a dramatic presentation to perform and /or videotape. Develop mini research projects in content areas. Create public service announcements. 4.09.3 Have students develop reports/projects using a variety of technology tools to gather, organize and present findings in a linear/nonlinear multimedia/video product, citing sources. 4.09.4 Compare formats of book vs movie version, television news vs newspaper report. 4.10 Evaluate the product. 4.10.1 Media coordinator/classroom teachers model and use rubrics to evaluate a presentation/product. Practice using the rubrics to help students become comfortable with this evaluation tool. Same process could be used with a checklist or questionnaire. As a group discuss the important elements of a particular product/activity and design an evaluation instrument, such as a rubric/questionnaire/checklist. Have students apply evaluation instrument to several items. Students work in pairs or small groups with follow-up discussion groups. Self/peer Evaluation Process Identify positive elements of the product. Be considerate of the creator’s feelings, ideas, and beliefs. Identify specific elements that might be improved. Evaluate the quality, variety, appropriateness, and number of resources used to develop the product. Identify most helpful and least helpful resources and tell why. Creators use suggestions to refine and improve products. This process could be used for a myriad of activities (paragraphs, stories, activities, products, models).

Competency Goal 4

The learner will EXPLORE and USE research processes to meet information needs.

4.01 Identify information needs and formulate questions about those needs.

4.01.1 Media coordinator/classroom teachers frequently model and discuss variety of reasons for seeking information (e.g., curricular pursuits, personal interests, problem-solving and decision making).

4.01.2 As a group/class identify, and chart information resources for classroom and personal needs.

4.01.3 Identify parts of a book (index, glossary, table of contents).

4.01.4 Discuss, identify, and chart information resources appropriate for various kinds of information (science, health, social studies).

Reference books and information books
NC WISE OWL and Internet sites.
Vertical files
Community resources

4.01.5 Media coordinator/classroom teachers model and provide frequent opportunities for students to use search tools and skills.

Brainstorm issues/topics in groups large/small and formulate questions around which to frame research.
Plan a search strategy.
Use graphic organizers.
Use NC WISE OWL tutorials.
Explore and use search engines.
Discuss the benefits and limitations of various resources.
Identify appropriate online resources and create bookmarks files.

4.01.6 Frequently review issues to consider when evaluating sources and resources

4.01.7 Identify information needs for content areas. Have students locate resources in the media center and online. Discuss, compare, and evaluate the information and sources.

4.01.8 Have students create commercials with specific criteria. Have students use same criteria or develop a rubric to self/peer evaluate the commercial.
Self/Peer Evaluation Process

Identify positive elements of the product. Find something good about it.
Be considerate of the creator’s feelings, ideas, and beliefs.
Identify specific elements that might be improved.
Evaluate the quality, variety, appropriateness, and number of resources.
Identify most helpful and least helpful resources and tell why.
Creators use responses to refine and improve products. This process could be used for a myriad of activities (paragraphs, stories, activities, products, models).

4.02 Identify potential research process models.

4.02.1 Media coordinator and classroom teachers frequently model and use research strategies and systematic processes for organizing and conducting research.
Research Strategies and Models (Online Resources)
Graphic Organizers
Concept Mapping
Note Taking
KWL (What you Know, What you need to know, What you Learned)
SQ3R
Big Six

Identify and discuss the models from which to choose or adapt.
Identify and discuss commonalties among these approaches.
Model and explain the importance of matching the process to the nature of the assignment.
Use appropriate technology tools and resources to collect, analyze, and display data
Guide students through several different research methods (scientific inquiry, Learning Cycle).
Provide opportunities to use and refine process with a variety of mini projects.

4.03 Develop a search strategy which includes process and the information gathered.

4.03.1 Current Biography
Junior Author and Illustrators Series
British Authors
20th Century Authors
* These reference materials are introduced to the students when they are doing an English research paper. The research paper is normally on an author. AG students use these materials when preparing for
"Night of the Notables"
Battle of the Books
Science Fair Projects
Reflections
Research on debate topic

Students select from a list of debate topics and decide to debate pro or con:
1. Gun control
2. Euthanasia/right to die
3. School prayer
4. School violence
5. Capital punishment
Research topic using the Abridged Readers’ Guide to Periodical Literature, NC Wise OWL, and CD ROM resources for current information.
Use reference resources to support position.
Information is organized to present during oral debate which is taped.
Bibliography using accepted documentation style.

4.04 Follow acceptable use guidelines (AUP/IUP) in accessing information

4.04.1 Model, use, and review local AUP/IUP throughout the year.

4.04.2 Discuss the purpose of and need for local AUP/IUP. Develop posters, bulletin board displays, and/or brochures to encourage appropriate use of online resources.

4.04.3 Have students develop and use a personal "Good Habits Online" checklist.

4.04.4 Review importance of crediting all types of resources. Chart findings.

4.04.5 Have students select a controversial current event, research it, and create a multimedia presentation that will influence your audience. Survey your audience before and after your presentation to see if viewpoint changed.

4.05 Gather information from the most effective resources.

4.05.1 Practice using indexes to locate information on a specific topic in several sources, (e.g., NC WISE Owl, encyclopedias, atlases, almanacs, online resources).

4.05.2 Practice skimming materials for specific information on maps and charts.

4.05.3 Use prepared databases to find information about curriculum-related topics (e.g., Explorers, Famous Americans, etc.).

4.05.4 Have students identify information needs for content areas. Have students locate books in media center and online. Compare and evaluate the sources.

4.05.5 Have students create a commercial (in the format of their choice). Self evaluate/peer evaluation process.

4.05.6 As part of a unit on NC, have students gather information and images about pirates. Plan and create a pirates database to collect and analyze data. Have students combine these elements to create a multimedia product to report findings. (e.g., Hyperstudio, Powerpoint)

4.05.7 Have pairs/groups of students research a topic. Have students use visuals to support research findings.

4.05.8 Use/develop U.S. states database for collecting and analyzing data. Use findings to draw conclusions and make inferences.

4.05.9 As a class plan and create a literature database to include genre, characters, symbols, events, and sources associated with the heritage of the U.S., Canada and/or Latin America.

Have students identify information they need.
Gather information from a variety of formats.
Organize and use information.
Credit sources.
Present information in a variety of formats.

4.06 Comply with the Copyright Law (P. L. 94-553).

4.06.1 Provide most current Copyright information to teachers and school personnel to help classroom teachers develop an understanding of current Fair Use Guidelines and Copyright issues.

4.06.2 Media coordinator models and encourages teachers to emphasize Intellectual Property Rights as they work with students and teachers.

4.06.3 Media coordinator/teachers model and work with students to develop a "Good Habits Checklist" for using Copyrighteded materials.

4.06.4 View and discuss "What Is Cyber Culture?" a video from Bell South.

4.06.5 Have students include a bibliography of works cited with all research reports/projects.

4.07 Organize and use information.

4.07.1 Media coordinators/teachers model and provide opportunities for students to use organizational tools (e.g., note cards, outlines, storyboards, graphic organizers, bookmark files) to plan, organize and develop reports/projects/presentations throughout the year. Cite sources.

4.07.2 Model and use electronic tools (e.g., database, spreadsheets) in all content areas to organize, analyze, display, and present findings, cite sources.

4.07.3 Identify information needs for content areas. Have students locate books in media center and online. Compare and evaluate the sources.

4.07.4 Students read biography/article of famous person. Dress as the person or produce a skit. Lower grade children come up and press "button" and character begins to "talk".

4.07.5 Have students create commercials (in the format of their choice). Have students use self/peer evaluation process.

Identify information they need.
Gather information from a variety of formats.
Use database/spreadsheet tools to organize and use information.
Credit sources.
Present information in a variety of formats.

4.07.6 Identify people, symbols, and events associated with the heritage of the countries they are studying.

Have students identify what information they need.
Develop search strategy
Gather information from a variety of sources.
Use technology tools to organize and analyze information.
Credit sources.
Select the best format and present information to peers/others.

4.08 Credit sources used in print and non-print products.

4.08.1 As a group identify where and how to locate correct procedures for citing resources (print, non-print, electronic).

4.08.2 Identify and discuss necessity for citing sources of all kinds of media.

4.08.3 As a class do a preliminary search of possible sources and record to provide models for citing various types of resources.

4.08.4 Media coordinators/classroom teachers model and provide graphic organizer for students to record source of information from title page or cover.

4.08.5 Keep a log of bibliographic data (title, author, publisher, copyright year, call numbers, volume, page number) for print and electronic resources

4.08.6 Students make oral presentation using visual aids, citing resources. Use the Presentation Rubric.

4.08.7 Have students work in groups to locate sources for a science projects. Require bibliography for all presentations/products.

4.08.8 Have students cite resources for mini-research projects throughout the year.

4.08.9 Practice writing bibliographies for various kinds of media. Produce bibliographies for specific subjects.

4.09 Produce and present findings in various formats (print, graphical, audio, video, multimedia, web-based).

4.09.1 Media coordinator/teachers model and use a variety of technology tools to plan, create, organize and present information and creative works.

4.09.2 Provide a variety of opportunities for students to plan, research, develop, and present information (e.g., Earth Day, book fair, Heritage Day, Drug Awareness Week) and/or creative works to peers in a variety of formats.

Draw pictures/cartoons
Create a stories/plays
Develop models/charts/graphs to depict data.
Create a dramatic presentation to perform and /or videotape.
Develop mini research projects in content areas.
Create public service announcements.

4.09.3 Have students develop reports/projects using a variety of technology tools to gather, organize and present findings in a linear/nonlinear multimedia/video product, citing sources.

4.09.4 Compare formats of book vs movie version, television news vs newspaper report.

4.10 Evaluate the product.

4.10.1 Media coordinator/classroom teachers model and use rubrics to evaluate a presentation/product.

Practice using the rubrics to help students become comfortable with this evaluation tool. Same process could be used with a checklist or questionnaire.
As a group discuss the important elements of a particular product/activity and design an evaluation instrument, such as a rubric/questionnaire/checklist.
Have students apply evaluation instrument to several items. Students work in pairs or small groups with follow-up discussion groups.

Self/peer Evaluation Process

Identify positive elements of the product.
Be considerate of the creator’s feelings, ideas, and beliefs.
Identify specific elements that might be improved.
Evaluate the quality, variety, appropriateness, and number of resources used to develop the product. Identify most helpful and least helpful resources and tell why. Creators use suggestions to refine and improve products. This process could be used for a myriad of activities (paragraphs, stories, activities, products, models).

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