LIS 620: Spring 2000 - Palmer School



LIS 620

Instructional Design and Leadership

Palmer School of Library and Information Science

Long Island University, Brentwood Campus

Course Description and Requirements: Fall 2010 (Blended Learning)

Instructor: Dr. Bea Baaden Work: 516 299-3818 Home: 516 628 1119 Cell: 631 514 5230

Email: bbaaden@; bea.baaden@liu.edu

Office Hours: before class (call or email for an appointment)

Bulletin Description: This course examines the curriculum partner and instructional leadership roles of the school media specialist. Attention is given to the basic principles and history of curriculum design and delivery systems, and opportunities are provided for students to blend recent developments in curriculum and instruction with information literacy objectives and staff development strategies. Presentation and discussion of appropriate techniques dealing with students having special needs and disabilities and accommodating inclusion children in the library media center. Collaborative, interdisciplinary approaches are emphasized. For information specialists, supervisors, administrators and others involved in the teaching/learning process.

Palmer School Objectives: This course fulfills the following Palmer School objectives:

• Articulate the mission of the library and information professionals

• Understand and apply the digital information technologies in libraries and information agencies

• Apply the principles of organization, selection, and evaluation of information resources

• Demonstrate effective communication skills

• Articulate the ethics, ideals and values of the profession

• Participate successfully in professional practices and activities in operating a library

Course Objectives and Outcomes Assessment: Students will:

• Acquire a knowledge base of important trends in the field of education and determine ways to incorporate the library media program in educational reform ** (Instructional Methodologies definitions; Jigsaw)

• Articulate their significance as instructional leaders within the school setting ** (Field Work narrative)

• Articulate the core concepts of school media librarianship for an audience of important school personnel (Defend Your Program assignment)

• Develop their role as effective partners in creating, integrating, implementing and evaluating information literacy skills with the school curriculum ** (Webquest)

• Demonstrate knowledge of methods for integrating NYS Learning Standards and national information literacy standards into the school curriculum ** (Webquest)

• Demonstrate knowledge of national information literacy standards ** (New York State Learning Standards Assignment)

• Demonstrate knowledge of basic principles of curriculum development ** (Inquiry Process Planning Guide)

• Select and evaluate information resources for a curriculum topic (Webliography/Hotlist for the Webquest)

• Demonstrate understanding of various approaches to information-seeking processes ** (Research Process Plan; Webquest Analysis)

• Apply procedures for formulating essential questions and design information search plans ** (Inquiry Process Reflections; Essential Question development for the Webquest)

• Use effective communication skills when in a professional setting (Field Work)

** All of the above objectives meet some of the criteria for the Library Media Specialist Content Specialty Test (CST) of the NYS Teacher Certification Examinations.

Texts:

Required: Thomas, Nancy Pickering. Information Literacy and Information Skills Instruction:

Applying Research to Practice in the School Library Media Center. 2nd edition.

Colorado: Libraries Unlimited, 2004.

American Association of School Librarians. Standards for the 21st Century Learner in Action. 2009. (to order, call 800 545 2433, press 7 or email alastore.aasl).

American Association of School Librarians. Information Power: Building Partnerships

For Learning. Chicago: ALA, 1998.

Recommended: Harada, Violet and Joan Yoshina. Inquiry Learning Through Librarian-Teacher Partnerships. Linworth. 2004.

State Education Requirements: 150 hours, plus 25 hours of field experiences (observation/ participation) as part of the requirement in SED 52.21 (b) (i)

30 hours: Class meetings (face to face and online)

60 hours: Required reading

60 hours: Written/ oral assignments

150 hours: Total coursework

25 hours: Field experience

175 hours: Total

Criteria for Evaluation:

10% Class participation, discussion, attendance (both online and face to face)

90% Written/ oral assignments

You will spend approximately 8 hours a week on reading and working on assignments.

This will be a blended learning course and will take place both online and in face to face sessions. Dates for class attendance are included in this syllabus. Your participation in discussions, both online and in our face to face classes, is important and will constitute part of the class participation grade. Blackboard will be used as our course management system. Go to: for Blackboard tutorials. This class will be using the following components: Course Content, Discussions, Announcements, and the Calendar functions (possibly the wiki function).

Assignments are an application of text and handout readings to determine the level of your understanding of important concepts. Your attendance at EACH class session (and active participation in Blackboard) is VERY important. Thus, missing class or “lecture notes” and messages in Blackboard might adversely impact your grade. Please contact me either by email or phone in the event of absences or problems. Contact a “buddy” for missing notes and assignment explanations, if you need to miss a face to face class.

Assessment of Assignments:

Each assignment will be assessed using the following criteria:

A. Content:

1. Facts and/or opinions grounded in readings and/or reality of personal observation

2. Accuracy of facts or reasonableness of opinions

B. Presentation:

1. Followed assignment directions

2. Evidence of the creative thinking and/or thoughtfulness of the product submitted

3. Correct grammar and spelling.

Assignments may be re-done if the grade is B+ or below.

Meaning of classwork/ assignment grades:

A Superior work. Demonstrates initiative and original thinking; shows exceptionally fine comprehension of subject; demonstrates ability to integrate and synthesize course material

A- Excellent work. Displays critical thinking (evaluates and analyzes); shows very good comprehension and ability to articulate course material

B+ Above average work. Demonstrates good comprehension and ability to make application of principles; displays independent resourcefulness in completing assignments

B Average. Acceptable work but does not demonstrate in-depth ability to apply principles or articulate course content

R Re-do. Misunderstanding of assignment, basic points missing, incomplete

Technology skills: Excellent Internet navigation skills, plus facility with MS Office programs (or similar for word processing, presentation, spreadsheet, publishing, and web page design programs) are essential for library media specialists. If your technology skills are not what you think they should be, see me. For this course you will need easy access to the Internet and email; knowledge of word processing, presentation, and publishing software (such as MS Word, PowerPoint and MS Publisher).

Class Schedule and Assignment Due Dates: Email assignments to Dr. Baaden at bbaaden@, unless otherwise stated in the syllabus or in an announcement on webct.

9/14: Inquiry Process Reflection (IPR) #1

9/21: Discussion item (DI)#1

9/28: Defend Your Program assignment

10/5: IPR #2; DI #2

10/12: DI #3; Home groups and topic selection for Instructional Methodologies jigsaw

10/19 IPR #3 Instructional methodology ranking; (optional face to face class); DI #4

10/26: Instructional Methodologies Expert Reports

11/2: Expert Reports to Home Groups (read expert reports)

11/9 Face to face class; Home Group Reports due; IPR #4 (Standards assignment)

11/16: Research Process Plan

11/23: Webquest Analysis; IPR #5 (Webliography)

11/30: Face to face class

12/7: Face to face class; IPR #6 (Essential question); Inquiry Process Planning Guide/ Webquest draft

12/14 Original Webquest; Field Work (School Media Specialist interview and log of hours)

There will be additional assignments noted in your syllabus, such as Discussion Board items (DIs) that you will find in Blackboard.

In addition, there will be Inquiry Process Reflections (IPRs) that will lead to your development of an original webquest.

Bibliography of important documents for school media specialists (some of these will be used for class assignments):

“Standards for the 21st Century Learner.” AASL. aasl/standards

“School Libraries Work!” Scholastic Publishing. www2.content/collateral_resources/pdf/s/slw3_2008.pdf

“Framework for 21st Century Learning.” Partnership for 21st Century Skills. documents/frameworkflyer_072307.pdf

“Mile Guide for 21st Century Skills.” Partnership for 21st Century Skills. images/stories/otherdocs/p21up_MILE_Guide_Chart.pdf

“NETS-S 2nd edition.” International Society of Technology Educators (ISTE).

“Horizon Report: The K – 12 Edition.”

American Association of School Librarians. Empowering Learners: Guidelines for School Library Media Programs. American Library Association, 2009.

Donham, Jean. Enhancing Teaching and Learning: Leadership Guide for School Library Media Specialists. 2nd edition. Neal-Schuman Publishers, 2005.

Kuhlthau, Carol, et al. Guided Inquiry: Learning in the 21st Century. Libraries Unlimited, 2007.

Stripling, Barbara and Sandra Hughes-Hassell. Curriculum Connections Through the Library. Libraries Unlimited, 2003.

MAJOR ASSIGNMENTS:

1. Field Work: School Media Center Visitations/ Interview:

You will be using the NYSED School Library Media Program Evaluation rubric form (sections designated for 620) for your observations.

Choose 6 - 8 of the categories from sections designated for 620.

Visit 2 SLMCs of your choice, one elementary level and one secondary level. Observe, then interview the SLMS about the issues you chose. Develop questions to ask the SLMS based on the criteria noted on the rubric. In your report, list the questions and succinctly note the SLMS’ answers. Designate which level you feel the SMC should be rated. Expand on these answers in your report based on your observation of that SLMS. For your comments in your report, refer to the NYSED rubric. Finish your report by answering the following question:

• What is your reaction to what you have seen – and heard? Discuss, in particular, your view of the challenges and joys of the school librarian’s roles of instructional partner and teacher.

I will be collecting the criteria you have chosen and the questions you have developed mid-way in the semester (11/9).

The final report will be due the last day of class (online).

Note your hours interviewing and observing on the Log Form (or create your own log form); this assignment will constitute part of the required 25 observation/ participation hours. If at all possible, ask how you can participate at a planning session with a classroom teacher or in helping with a lesson (by either helping to prepare materials, monitor students at their research or library work, etc.) (10%)

This assignment will be graded in 2 parts: 1. the quality of the questions you develop to ask the SLMS (which should reflect the knowledge you are gaining through your readings and an understanding of the criteria you choose) and 2. the knowledge you show as you discuss the SLMS’ answers to your questions (based on the readings for this course, including Bea’s Lecture Notes in Blackboard, and class discussions).

2. Defend Your Program PowerPoint and summary. New York State currently finds itself in difficult economic times. School districts are scrambling to make decisions about potential shortfalls of planned funds that are not forthcoming from the state. This situation is not only a challenge for New York State. It is taking place throughout the nation.

Real – life scenario: It’s your first few months in your new position as SLMS. The Board of Education is considering seriously downsizing your program because it wants to put its resources into literacy and math support programs. The BOE is giving you a last chance to let them know why the library program should be funded instead. You must defend your program – even though you’ve just begun! The previous librarian was a “book sitter,” so there’s little to support the program given the history of the position. However, you have internalized the philosophy and mission of Information Power, the “Common Beliefs” of the Standards for the 21st Century Learner, and have read studies about how important the school library media program is for student learning.

School board members have shown little inclination to read these studies; yet they are also insistent that their final decision be based on evidence. (They will either fund tutoring programs for literacy and math or your school library media program.) They have called on you to present a case for your program! They expect you to give them a brief PowerPoint presentation of your philosophy, strategies, and evidence that includes support from the professional literature/ research. Be sure to cite your supporting evidence.

Your process:

1. Read the handouts for Session 1 in the “Course Outline/Readings” section of this syllabus.

2. For a summary of research studies about how school media specialists affect student achievement, read Scholastic’s document, “School Libraries Work! Updated 2008” at: or Google School Libraries Work 2008.) Read the studies in this booklet noting the ones that will support your arguments.

3. Go to Doug Johnson’s Blue Skunk Blog to read, “Is your job on the line (and what you can do about it?)” at

4. Formulate your argument.

5. Develop your Powerpoint of 7 – 10 slides.

6. You MUST be PERSUASIVE!! (Don’t forget to tell the BOE what you want them to do!)

7. Include a bibliography of your sources (not part of the 7 – 10 slides). (10%)

This assignment will be graded on the persuasiveness of your argument and the quality of the evidence you present from the research studies you have read.

3. Instructional Methodology Jigsaw. Your group will research 5 important instructional methodologies currently used in classrooms and develop a group research brief using the jigsaw method. Jigsaw is a cooperative learning strategy in which participants work simultaneously in 2 groups: a home group where participants decide on topics and report information about what they become experts on and an expert group where participants research a topic in depth.

Jigsaw: Home groups of 5: each member of the home group will choose 1 topic to become an expert in: 1. cooperative learning; 2. differentiated instruction; 3. multiple intelligences; 4. Inclusion; 5. Problem Based Learning.

Expert groups: a) each expert will use 3+ independent resources (not including your textbooks, which may be used for background information) to be cited in proper bibliographic form

b) each expert will answer the following questions in a written report: 1. define the methodology; 2. explain how it works, giving main components or elements of the method; 3. discuss how this methodology impacts the SLMS in terms of our instructional roles: teacher (teaching and learning for students and staff); instructional partner (collaboration); and information specialist (collection/ curriculum development).

c) experts will send their initial reports to Dr. Baaden for review and feedback

d) each expert will then share via email or through a wiki their reviewed report with other members of their home group, so that all home group members have complete information about each methodology .

Home groups: each home group member will read and review each expert report from their group members, thus gaining knowledge of each of the instructional methodologies. Then home groups will prepare a group response for each methodology by answering the following 2 questions: 1. give a brief personal response in which your group addresses how useful this methodology might be (or not) to you in your role as SLMS; 2.identify any of these methods in your memories of elementary, secondary, or higher education and give specific instances or examples of their use. How did use of these methodologies enhance (or not!) your learning? Home group reports will be submitted either via email or another electronic method.

Home groups may choose to meet online using email or the wiki or blog function of Blackboard or meet face to face to develop the home group report.

These assignments will be assessed based on the completeness of the answers to the questions and an understanding of what the methodologies are and how they impact learning in the SMC.

Check the Due Date calendar for when each of the expert group reports and home group reports are due.

For information about the jigsaw technique, go to: . (15%: 10% for the expert report; 5% for the home group report)

4. Research Process Plan: You will be given a scenario in which a classroom teacher comes to you, the SLMS, with a project to do a research project in the SMC. Working in groups of 3, each student will choose one of the following research processes to develop a research plan for the students as they engage in their research. One of you will choose to develop the plan according to Kuhlthau’s Information Search Process approach; one of you will choose to develop the plan according to Eisenberg and Berkowitz’s Big 6 approach; and one of you will choose to develop the plan according to the I-Search process. Each plan will be developed in OUTLINE form and submitted as a group of 3. After the plans are developed, they will be shared with group members. Groups of 3 will submit the plans and a group reflection about the challenges of developing a research plan using that method. Groups will determine rationale as to when each type of plan would be most useful. Plans and reflection will be submitted for evaluation. (15%)

This assignment will be assessed based on individual group members’ understanding of the plans they choose as is shown by the development of the research plan for the scenario (10%) and the group reflection (5%)

5. Webquest with Hotlist (Webliography/ Web Resources): You will be designing an ORIGINAL webquest as the culminating activity of this course. Basically this is a plan for a web unit based on NYS Core Curriculum/ Learning Standards that uses a specific instructional design model (which you will be given) with the Internet as its main resource. The class will work on a generic theme (the Environment). If you are currently teaching in a school and wish to develop a webquest on a topic of your choice, it must target the Science and Social Studies NYS Learning Standards/Core Curriculum as the main theme (and you must have my permission). Class “conversations” for components leading up to this creation will focus on the environmental theme. (20%)

6. Inquiry Process Reflections (IPRs): Research is a process. Since this is one of the primary things that school media specialists teach, periodically there will be reflections asked for in order to document your process of research for the culminating project of this course, an original webquest. This process begins NOW (actually your first assignment!) For some class sessions, you will see “IPR” in the Assignments section (titles of reflections will include: Connect and Wonder; Investigate; Construct; Express; and Reflect). These are assignments to help you in the process of constructing your original webquest. IPRs will be due the following class. Email these assignments to Dr. Baaden at bbaaden@. (15%)

7. Discussion Board items (DIs): These are focused, short discussion topics at key points in our learning. These can be found in the Discussion section of Blackboard. Look in the Blackboard calendar for due dates and the Discussion section for an explanation of the “item.” DIs are key components of the participation evaluation for this course. DIs will be graded on the thoughtfulness of the response, whether a response is issued and the appropriateness of the response as an answer to the question. (10%)

8. Class attendance, participation and professionalism account for the remaining 10% of your grade.

Most online meetings for this class will consist of (a )a “lecture” component- Bea’s Notes/ narrative on the topic (on the Blackboard Course Content Page); (b)directions for what to focus on (usually in Blackboard Announcements, in your syllabus, or via an email from Bea); (c) questions/ discussion points for you to respond to (Blackboard Discussion Board); (d) a response to a classmate’s Discussion item. Of course, every week you are expected to work on that week’s readings and assignments.

Academic honesty is expected of all students; plagiarism will result in failure of the assignment and possibly the course. In addition, a student who plagiarizes will be put on academic probation for the School Library Media specialization.

COURSE OUTLINE/ READINGS:

Session #/ Date Topic/ Readings/ Assignments

Theme 1: Transformational Leadership

1. 9/7 Introduction. Course overview. Introduction to Blackboard.

Transformational Leadership

F-F Definition and key practices

Important documents and studies (evolving role of the SMS in student achievement)

Readings:

Harada: Introduction; Chapter 1 (Identifying the Inquiry – Based School)

Information Power (IP): Part One (Information Literacy Standards for Student Learning)

Standards for the 21st Century: Chapter 1 (Introduction)

Handouts:

Anderson, Mary Alice. “Leadership: What Makes Us Tick.” LMC. Mar. 2006, p. 14 – 19 (available online).

Loertscher, David and Ross Todd. We Boost Achievement: Evidence Based Practice for School Library Media Specialists. Chapter 1 (handout)

Donham, Jean. “Graduating Students who are not only learned but also learners.” Teacher Librarian. October 2007, pgs. 8 – 12.

School Libraries Work! 2008 edition. Scholastic (available online)

Assignment: Read, absorb, reflect…Then begin to develop the “Defend Your Program” summary. See Major Assignment #2. Due 9/28.

IPR #1: Connect and Wonder: The topic for your original webquest will be the Environment. There are many facets of this topic. You may choose to focus on various themes, such as Diversity of Environment (geographic or cultural), Biomes, Change, Natural Resources, Weather/Climate, Energy/Fuel, or an idea of your own. Choose 1 – 2 of these broad ideas and jot down briefly any thoughts that immediately come to mind for each, as well as any questions you have about that idea. It is not necessary to do any background research at this time. Just go with what you know and wonder about in terms of the topic. Due next class, 9/14. Email to bbaaden@ prior to class or bring to our face to face class that evening.

2. 9/14 Instructional/ Curriculum Leadership

F – F Definition and key practices

Evidence Based practice

Readings:

Handouts:

Stripling, Barbara. “Inquiry – Based Learning.” And

McGregor, Joy. “Collaboration and Leadership” in Curriculum Connections Through the Library. Barbara Stripling and Sandra Hughes – Hassell, eds. Libraries Unlimited, 2003.

Bagel, Gayle. “Facets of Practice.” Knowledge Quest. November/ December 2008 (Vol. 37, No. 2, pgs. 10 – 15).

Howard, Jody. “Curriculum Leadership” In The Many Faces of Leadership.

Blackboard: Read Instructional Leadership Notes

Assignment: Continue reading and drawing conclusions for the Defend Your Program Power Point (Major Assignment #2). Due 9/28.

Discussion Item #1: Instructional Leadership discussion item. See explanation of the item in the Discussions section of Blackboard. Due 9/21.

3. 9/21 Technology Leadership

O Definition and key practices

Readings:

Textbook:

Thomas, Nancy Pickering. Information Literacy and Information Skills Instruction. Chapter 7 (this chapter is somewhat out to date, but you will need to read it for the Discussion Item)

Handouts:

Harris, Frances Jacobson. “Building Learning Communities Using Technology.” In Stripling. Curriculum Connections Through the Library.

“Horizon Report: The K – 12 Edition.” (online)

Blackboard: Read Technology Leadership: Bea’s Notes

Assignment: Defend Your Program Power Point due next week, 9/28.

Discussion Item #2: Note 2 outdated ideas in Chapter 7 of the Thomas text and briefly state why they are outdated (1 – 2 sentences). Then discuss how you can use one trend in the Horizon Report to highlight your technology leadership role (either for students in their academic achievement OR to support classroom teachers in student instruction). Due 10/5. (in Blackboard)

Theme 2: The World of Education

4. 9/28 Information Literacy and Inquiry (What SLMSs Teach)

O The Development and Importance of School Libraries

Definitions of Information Literacy

Information Literacy Standards (AASL)

Standards for the 21st Century Learner (AASL)

Habits of mind (Costa) (go to for information; “What are Habits of Mind” and “Describing 16

Habits of Mind”)

Readings: Thomas. Xi – xiv (Introduction); Chapters 1 and 2 (Roots of Library Skills Instruction; Development of School Libraries) and Chapter 5 (Diagnosing Informational and Instructional Needs)

Standards for the 21sr Century Learner in Action: Chapter 2 (Skills, pg. 17 – 18); 3 (Dispositions in Action, pg. 40 – 41); 4 (Responsibilities, pg. 48 – 49).

Information Power. Chapter 2 (Standards for Student Learning)

Blackboard: Read Information Literacy: An Expanded Discussion; 21st Century Skills and Information Literacy Revisited

Assignments:

IPR #2: Connect and Wonder, Part 2: As you read through the Information Literacy Standards and the Standards for the 21st Century Learner, jot down which skills you think would fit researching the topic of Environment and help answer your questions. Include appropriate skills and indicators and dispositions (not just the Standards titles). Email to Bea at bbaaden@. Due 10/5.

DI #3 (Blackboard): Teaching Information Literacy discussion item. Due 10/12.

5. – 6.

10/5 and 10/12

O O Theoretical Frameworks of Information Processing and Cognitive

Development (Today’s Educational Environment)

• Constructivism

• Metacognition

• Critical thinking skills (Bloom)

• Piaget’s Theory of Cognitive Development

• Vygotsky’s “Zone of Proximal Development”

• Individual differences of students

• Overview of select instructional methodologies:

1. cooperative learning ()

2. differentiated instruction (publications/ncac/ncac_diffinstruc.html)

3. inclusion ()

4. multiple intelligences (styles/gardner.html (easy) or lth3.k12.il.us/rhampton/mi/mi.html)

5. problem based learning (pbl.htm)

Readings: Thomas. Chapter 6 (Current Trends…) and Chapter 9 (Information Seeking as a Social Encounter)

Blackboard: Read Bea’s Notes: Habits of Mind; Constructivism; Theoretical Frameworks.

.

Assignment: Go to the above websites; read about each of the instructional methodologies. Rank each of the above 5 select instructional methodologies in order of importance for the learning in the school library media center. Give reasons for the rankings you chose in 1 – 2 sentences. Email to Bea at bbaaden@. Due 10/19.

IPR #3: Connect and Wonder, Part 3: Which 1 or 2 of the instructional methodologies will be most useful for you as you conceptualize your WQ? Why? Email to Bea at bbaaden@. Due: 10/19.

DI 4: Constructivism discussion item. (See Discussions in Blackboard for topic of the discussion). Due 10/19.

Major Assignment #3 : Instructional Methodology Jigsaw (see Major Assignments for assignment description). Use the above websites as one source for your research. Due dates:

Home group members and Experts’ topic selection: 10/12 (email these to Bea at bbaaden@)

Individual expert reports: Due 10/26 (email to Bea at bbaaden@)

Home group members read expert reports: 11/2

Home group reports: Due 11/9. These can either be emailed to Bea before 11/9 or brought to the face to face class on 11/9.

Home groups may choose to develop a wiki rather than to use email to communicate with each other.

7. 10/19 O (optional F-F) The Context of Education for the SMS

8. 10/26 O New York State Learning Standards, Core Curriculum and Assessments

ISTE/NETS Standards (Technology)

Information Literacy/ Inquiry Standards and Curriculum

Common Core Standards for ELA

Readings:

AASL. Standards for the 21st Century Learner in Action. Chapters 2 – 5; Chapter 6 (Benchmarks and Action Examples)

NETS standards (online)

Common Core Standards for ELA (online)

NYC/ Eastern Suffolk BOCES Inquiry Curriculum (handout)

Blackboard: Read Learning Standards: A Process to Understanding

Assignment:

Inquiry Process Reflection (IPR) #4: Review the NYS Learning Standards/ Core Curriculum. It is readable from the Internet (Bea will send you the websites to check via email). Click on Learning Standards, where you will find the Learning Standards and Resource Guides with Core Curriculum. Become familiar with the standard, key ideas, and performance indicators. Look especially at SS and Science. Locate a key idea, performance indicator or core curriculum idea from the Social Studies Core Curriculum or the Science Core Curriculum (look at Standard 4) that will form the curricular goal for your webquest (Use your previous IPRs to narrow your theme on Environment). Note the grade level intend to target.

Also, locate ELA performance indicators from the Common Core Standards for ELA that are appropriate for your theme.

Locate appropriate technology standards (use NETS for Students).

List these (SS, Science, ELA, Technology, and Information Literacy/ Inquiry) according to the grade level you prefer and the theme of your webquest. Due: 11/9. Email to Bea.

9. 11/2 Independent assignments: work on the Instructional Methodology jigsaw assignment (reading expert reports and formulating the

home group report) and IPR#4 (Standards)

O

10. 11/9 Information Search Processes

F-F Research Process Stages: Searcher Behaviors and Competencies

Kuhlthau (ISPA)

Eisenberg and Berkowitz (Big6)

I-Search

Inquiry Learning

Reading:

Thomas. Chapter 3 (Kuhlthau’s Information Search Process)

Chapter 4 (Process Models for Information Skills Instruction)

IP. Chapters 3 – 6 (Building Partnerships for Learning)

Harada. ** Chapter 2 (Describing an Inquiry – Based Curriculum); Chapter 3 (Developing Collaborative Relationships); Chapter 6 (Connecting Information Searching and Inquiry).

Blackboard: Read Assumptions and Understandings about Student Research: Bea’s Notes

Online Readings:

Kuhlthau. “Learning in Digital Libraries: An Information Search Process Approach.” Library Trends. Spring 1997.

(ideals.uiuc.edu/bitstream/handle/2142/8121/librarytrendsv45i4_opt.pdf?sequence=3)

()

Tallman. “Connecting Writing and Research Through the I-Search Paper”( in Haycock.)

Sylvia Robins. “The I-search Paper.” www3.delta.edu/sgrobins/I-search.html

Big6 website: (make sure you know the Big6 skills and the Super 3 skills)

Assignment: Research Process Plan: Form groups of 3. Each group member will choose ONE of the following research processes (Big6, ISPA or I - Search.) Each group member will design a research project following the steps of the process you choose.

Groups will choose ONE of the following NYSED standards/core curriculum indicators as the theme of the project: Grade 3 Social Studies: “Lifestyles in world communities are influenced by environmental and geographic factors.” OR Grade 7 Social Studies: “Geographic factors affected the settlement patterns and living conditions of the earliest Americans.”

In outline format, note the step of the process and what you will ask students to do at each of the steps within the context of the theme. Each group will send their assignments to Dr. Baaden via email: bbaaden@. See Major Assignment # 4 for further information about this assignment. Due 11/16.

Theme 3: Instructional Design (Webquest)

11. 11/16 Technology Leadership in practice

O

Webquests and webquest analysis

Introduction to the WQ Process

Blackboard: Read Webquests: Bea’s Brief Information

Assignment: Read information about “The WebQuest Design Process” at . Tom March and Bernie Dodge are the WebQuest “gurus.” After reading the article, go to , click on QuestGarden and browse through webquests on the Environment. Choose ONE of the webquests you view and analyze it by answering the following questions:

1. How does the webquest reflect constructivist ideas? (cite 4 -5 ideas and give specific examples from the WQ substantiating your statements. I recommend you review the information about constructivism in Thomas, p. 104 – 105 and Bea’s Notes on Constructivism.)

2. Using Bates’ Idea Tactics (p. 121-122 Thomas), what kinds of search strategies would a student need to succeed on the tasks in the WQ? Why? (give 4 -5 tactics and specific examples from the WQ)

3.. Why would the webquest be considered an effective research assignment? (Refer to p. 116 – 118 in Thomas.) (give 3 specific reasons and examples from the WQ)

Webquest analysis due: 11/23 . Email to Bea.

Suggestion: This is a good opportunity to locate webquests about the Environment to see what others have done, prior to your developing your original webquest.

IPR #5: Investigate: Initial Webliography

Create a bibliography of 10 – 15 appropriate sources for your webquest’s “working theme” on Environment. Use search engines; links, directory or index pages, etc. You may look at directory pages, such as those maintained by Classroom Connect or Kathleen Schrock, Yahooligans (an index of sites for elementary children) and educational sites. Sites should include information sites for students and/or teachers, a process site (one that will help students do a task, such as steps in writing a persuasive letter) and at least one reaction site (to provoke an emotional reaction). Include a brief annotation about what is included in each of the sites. It is strongly recommended that you create a “Hotlist” on Filamentality: kn.wired/fil/formats.html or Trackstar : . Due: 11/23

12. Collaborative Planning and Teaching: Designing Your Webquest

11/23

O Integration of Curriculum areas and Information Literacy

(Interdisciplinary Instruction)

Collaborative Model/Inquiry Process Planning Guide

Essential and Guiding Questions

Performance Tasks

Reading:

Harada. Chapter 4 (Designing Inquiry-Driven Instruction); Chapters 7, 8, 9 (Profiles of Projects)

Thomas. Chapter 8 (Assessment and Information Skills Instruction)

Blackboard: Read Collaborative Teaching: Preparing for your Webquest

Assignment:

1. Inquiry Process Reflection #6: Construct: Essential question draft. Email your EQ and performance task to Bea for an initial review; then post the EQ on Discussions in Blackboard for group feedback (DI). Due: 11/30

2. Inquiry Process Planning Guide Parts 1,2,3; Webquest draft: Due: 12/7

13. 11/30 Assessment of Student Learning

F-F (Review of the IPPG)

Reading:

Chapter 5 (Assessing Learning and Teaching)

Blackboard: Read Assessment Module

Assignment: Find a rubric that will be appropriate for the culminating activity/performance task of your Webquest. Due 12/7 with webquest draft.

Reminder: the School Media Visit and Interview assignment (and log) due 12/14.

14. 12/7 Webquest Conferences (IPR #6: Express)

F – F All students will have a rough draft of their original webquest for peer review and feedback; use the Webquest template

suggested by Bea

Review of Instructional Methodologies and how they relate to Webquest design.

Review of checklist and rubric for webquest development.

Reading: Harada. Chapter 10 (Moving Toward a School Wide Approach)

15. 12/14 Summing up; Reflection (IPR #7: PMI: email Bea a brief reflection on this course expressing P (the pluses of this course), M (things that did not work for you) and I (either interesting things you noticed about yourself during the course of the semester and/or improvements)

O Final Webquest due.

School Media interview due.

If you would like your assignments to be returned, please bring to class on 12/7 a stamped, self-addressed envelope with enough postage. Thank you.

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