High_School+Strand+3


 * __ STRAND 3: RESEARCH AND INFORMATION LITERACY __**

According to ISTE, Research and Information Literacy has students apply digital tools to gather, evaluate, and use information. Students § plan strategies to guide inquiry. § locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. § evaluate and select information sources and digital tools based on the appropriateness to specific tasks. § process data and report results. (Obtained from: [])

Students gather their information from various sources, analyze it for relevance and authenticity, and apply it to their topic.

// Concept 1: Planning // // PO //// 1. Identify and defend effective key words, phrases, and strategies for conducting information searches. //

Overview: This brochure assignment follows another writing assignment, giving students the opportunity to see how shifting purposes and audiences creates changes in their strategies as writers—in the stance they take, in the information they use or leave out, and in the processes they follow to complete the task. Students will have to search for information to build a brochure that sways people to a certain point of view. []
 * Brochures: Writing For Audience and Purpose (High School) **

Overview: Use the "Research Topic Triangle" Worksheet to Focus Your Topic, it illustrates how a broader topic can be focused by adding keywords to concentrate upon a specific research area. []
 * Research Topic Triangle (High School) **

// PO //// 2. Evaluate diverse information sources. //

Overview: A lesson for English that has students search for Medieval ballads in a variety of media (print and electronic) and compare them to modern ballads. Students need to examine the variety of information sources to determine whether or not they are experts or not, whether the information is factual or opinion, and if they are valid for the project. []
 * Analyzing and Comparing Medieval and Modern Ballads (High School) **

Overview: A lesson from Cornell that guides students through the vetting process of resources. It asks a series of questions to allow students to decide if a site/book is a valuable, quotable resource while doing research. []
 * Critically Analyzing Information Sources (High School) **

// Concept 2: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. //

// PO //// 1: Locate and synthesize information utilizing advanced search strategies including a variety of search engines, metadata search engines, deep web searches and databases. //

Overview: A site from Southern Oregon University that leads people through techniques to search the internet and eliminate sites that do not contain pertinent information for your topic []
 * Tips to Effective Internet Searching (High School **** ) **

// PO //// 2: Defend the authority of primary and/or secondary sources used in research. //

Overview: A lesson from Cornell that guides students through the vetting process of resources. It asks a series of questions to allow students to decide if a site/book is a valuable, quotable resource while doing research. []
 * Critically Analyzing Information Sources (High School) **

Overview: A checklist that gives students a different look at how to pick and choose their sources, what defines a good source, and how to defend your sources []
 * Primary Sources Overview (All Grades) **

Overview: Gives students a checklist to determine if information is first hand or if it is taken from another source. []
 * What is a Primary Source? (High School) **

Overview: A site with a humorous slant for checking veracity of internet sources. []
 * Using Weird News to Teach About Verifying Information on the Web (All Grades) **

// PO //// 3: Evaluate information identifying facts, opinions, bias, inaccurate and misleading information by analyzing multiple sources. //

Overview: This brochure assignment follows another writing assignment, giving students the opportunity to see how shifting purposes and audiences creates changes in their strategies as writers—in the stance they take, in the information they use or leave out, and in the processes they follow to complete the task. []
 * Brochures: Writing For Audience and Purpose (High School) **

// PO //// 4: Synthesize research information to create new understanding and innovative solutions. //

Overview: This brochure assignment follows another writing assignment, giving students the opportunity to see how shifting purposes and audiences creates changes in their strategies as writers—in the stance they take, in the information they use or leave out, and in the processes they follow to complete the task. []
 * Brochures: Writing For Audience and Purpose (High School) **

// PO //// 5: Apply ethical use of information and media by respecting the principles of copyrights, intellectual freedom and property rights, using information and media technology responsibly, and citing resources appropriately. //

Overview: A lesson for debate over the issue of downloading music from the internet. Can be expanded to other areas of downloading (software, etc). []
 * Copyright Infringement or Not? The Debate over Downloading Music (High School) **

Overview: An exploratory activity geared towards economics that deals with Metallica's fight with Napster over intellectual property. []
 * Online Mayhem I: Metallica Versus Napster **** (High School) **

Overview: An exploratory activity that looks at the issue of downloading music from various perspectives and shows the arguments for and against it. []=
 * Debating Music Downloads (High School) **

Overview: A site that explains what media is acceptable for student projects and how to cite it. Explores acceptable use for educational use. []
 * Copyright for Students (Middle and High School) **