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Standard 1-1 Reflection

Page history last edited by Stemmy 12 years, 10 months ago

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Standard 1.1 Efficient and ethical information-seeking behavior

Candidates model strategies to locate, evaluate and use information for specific purposes.  Candidates identify and address student interests and motivations.  Candidates interact with the learning community to access, communicate and interpret intellectual content.  Candidates adhere to and communicate legal and ethical policies.




            In ISTC 651, I researched three information literacy process models, I-Search, the Big6, and Pathways to Knowledge.  I created a wiki to present my information, and for each ILPM I described sampling information, curriculum alignment, scaffolding, and audience comprehension.  After describing each ILPM I compared them and concluded with thoughts on the use of each and at which level each ILPM would fit best (elementary/secondary).  This artifact meets with standard 1.1 in that the ILPMs are used to help students better seek, access, organize, and use information and students’ own ideas.

            The Baltimore County Collection Development Policy was explained to me in ISTC 615 and for an assignment I analyzed the policy and determined whether it met certain criteria expected of a collection development policy.  While the policy describes the selection of materials, it also contains ethical uses of the material.  Another artifact from ISTC 601 goes into further detail regarding ethics and it is a compilation of ethical policies found on the county, state, and national levels.  I feel these two artifacts will help in implementing ethical policies within a P-12 setting.

            An instructional unit I helped create in ISTC 601 utilized the Big6 ILPM to teach students about life in Medieval Europe.  We had to choose an ILPM currently in use and we all preferred the Big6 to others.  There are three lessons within this unit; the first lesson introduces the Big6 method to the students so they understand how they will be conducting their research.  The lesson goes on to discuss plagiarism and separates students into groups to follow the first step of the Big6.  The second lesson follows steps 1 and 2 of the Big6 as students find and utilize online resources.  The final lesson students use the last three steps to find out what information they can use, put the information together in a presentation, and will have their presentations evaluated after completion.  Each lesson included how the lesson met the BCPS curriculum standards, BCPS Library Media indicators, NETS-S, and ASSL standards.

            These artifacts helped my in my practicum experience when teaching a number of lessons.  One unit lesson, which I helped with and shows how these artifacts were utilized, is the National History Day Project for the 8th grade gifted and talented students in social studies in my secondary placement.  Students were required to complete a research project based on the National History Day topic, which this year is Debate and Diplomacy.

            Students had first to determine a number debates or debatable topics they would like to research and afterwards determine which they would like to do after approval from the teacher.  This beginning fits well with the first step in the Big6 and Standard 1.1 as students are determining a topic based off their own interests.

            After determining a topic the students were shown where to find, both print and non-print resources related to their topic.  At this point, I had created pages on the library wiki specifically for the National History Day project.  These pages included the online resources as well as the bibliography resource NoodleBib.  This stage of the project meets the second and third steps of the Big6 and the ethical policies addressed in the earlier artifacts as well as Standard 1.1.

            Shortly after creating the resources pages, I created a page just for group work so students could have a space to collaborate with their group mates.  Some students’ group mates were in the other g/t classes so this helped students keep track of everyone’s work both in and out of class.  With this new tool to place resources, and students beginning to use and the information (meeting step 4 of the Big6), a lesson on copyright was conducted.

            Before I left, my placement I created a list of tools students could use to create their final project (other than PowerPoint).  The tools presented were slide show creators, moviemakers, audio editors, and a wiki.  Some students had already begun outlining their projects within the wiki while a great others were enamored by the slide show creator VUVOX.  One student even asked if there was a way to embed VUVOX into her wiki.  This was the fifth step in the Big6; I was unfortunately unable to be there when the teacher evaluated the final product, which is the last step in the Big6.

            I feel this unit lesson aptly displayed the artifacts and how they were used within a P-12 setting.  The Big6 and other ILPMs help direct learning and lesson planning, especially when conducting research projects.  I would hope to use this or the Baltimore County ILPM when I collaborate with a teacher on a project in the future.  In a future unit or project, I would try to include a lesson on evaluating web resources.  I would include a handout I used during a lesson near the end of my practicum, which students used to help them evaluate websites.  I feel these would greatly help students in determining resources, which would help in step two and three of the Big6.  The lesson would also meet the part of Standard 1.1 that states, “interpret intellectual content.”

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