Kristen Whaley LIS 764 Instruction #2 Topic Subject(s)s Creating an MLA bibliography -Why are bibliographies important?

-What information does a bibliography include? -How do you create a bibliography? -I chose to start with a discussion of why bibliographies are important because it is essential students (especially teenagers) understand why they are being forced to complete something. I want to ensure they understand the rationale for bibliographies. I also wanted to make sure they understood what information is important to include before creating a bibliography because I have found students are confused by the topic and where to find the information when I have tried to teach this topic in the past. Students also need to know how to create a full citation so I have included some practice on this. -I chose this topic because I currently work with my own eighth grade students to create research papers. This is their first time completing a formal research paper, so I really believe it is essential I take the time to introduce each aspect. There is no librarian to provide information literacy instruction so I have provided a brief overview of information literacy topics to them in the years past. Since I knew this topic was not especially interesting I would try to teach it as quickly as possible, but this often backfired leaving the students confused. After taking this course I have realized how important it is for my students to have more comprehensive information literacy instruction so I thought I would use this as an opportunity to plan a lesson that utilized active learning that I could also use with my students. -This instruction is key because students will know what information to write down from each source so they will not need to return to the source for bibliographic information. If they write down the proper bibliographic information they will also be able to find these resources again, which is essential if they need to take more notes or have follow up questions. School library -In todays lesson the students are learning how to cite a source in their bibliography using MLA formatting. I chose this type of library because I would really enjoy working with middle school students in a library setting. I also currently work with junior high students so I feel I have a good idea of what information literacy skills they need to learn. Eighth grade students -Students are beginning a large research project in their language arts class using topics from the time period they will study in their

Library & reasons

Audience & reasons

social studies course (post Civil War to present day). Students have already selected their own topics. Since students all have their own topics they are responsible for finding their own sources using a combination of text and digital sources. Prior to this bibliography activity they have had lessons focusing on several of the library databases and have been given an overview of the nonfiction section. The bibliography activities are the final step before students go into the library and begin research on their own topics. -This is the age group of students I teach and I am often surprised when they are not at all familiar with bibliographies by the time they are in eighth grade. This is not the most exciting topic, but I wanted to find a way to make it more interesting so students could learn it faster, remember it easier, and be interested in the lesson. Goals 1. Students should understand why bibliographies are an important component of the research process. 2. Students will understand how a bibliography is created. 1. Students will be able to explain why they should complete a bibliography when they do research. 2. Students will be able to identify the needed information in a given print source or internet source. 3. Students will be able to create a correctly formatted citation. 1. Opening (3 minutes) (Teacher-led instruction) -introduce myself -share geometry formula metaphor -informally share ELOs with class 2. With partner (5 minutes) (Partner discussion) -Prezi with questions and partner groups http://prezi.com/1w1lq8if9ngy/edit/#79_24309637 -answer specific bibliography questions with a partner -look for similarities and patterns -Consider how this page is organized -What is the purpose for creating a bibliography? -discuss as a class how they think you create a bibliography 3. Whole class discussion follow up to partner work (5 minutes) (Teacher-led discussion) -review partner questions as a class 4. Bibliography trail run in groups of three (20 minutes) (Small group student led learning with teacher-led discussion afterwards)

Objectives

Instruction Methods

-explain trail run activity -students complete in groups of three -review answers to trail run as a class 5. Bibliography scavenger hunt with partners (12 minutes) (Small group student led learning with teacher-led discussion afterwards) -before they start- discuss the different formats with students and give suggestions on where they can find information -with partners students find listed information for several types of sources (book, magazine, website) -review answers to scavenger hunt 6. Exit Slip (5 minutes) (Independent activity to sum up learning) -given the information for a book and website create a citation in appropriate format -in 1-2 sentences explain why it is essential to complete a bibliography when doing research 7. Closing (5 minutes) (Teacher-led discussion) -ask students to recap what bibliographies are and why they are important -review ELOs -explain next steps and how librarian will be a part of them Learning Styles 1. Partner work (opening discussion and scavenger hunt) -Interpersonal learners- students will work in groups of three so they can discuss answers -Verbal learners (scavenger hunt)- students will use printed information from books and websites to complete their scavenger hunt 2. Trail Run -Kinesthetic learners- allowing them to move around the classroom and be standing as they work -Interpersonal learners- students will work in groups of three so they can discuss answers -Verbal learners- trail run stations will have the questions posted so students can read them to enhance their ability to understand the required task 3. Exit slip -Intrapersonal learners- students will complete exit slip independently in order to check each students understanding and allow intrapersonal learners time to reflect and share their knowledge of the topic

4. Whole class discussion (after partner work, trail run, and scavenger hunt) -Interpersonal learners- students will gain more from other students and teachers comments -Auditory learners- students will gain a deeper understanding of concepts through a discussion Active Learning 1. Initial partner discussion- partners will have time to discuss their initial understandings of a bibliography 2. Bibliography Trail Run- students will move around the room and work in groups of three in order to gain a deeper understanding of the required components of a bibliography 3. Bibliography Scavenger Hunt- students will answer questions about bibliography formatting with a partner 4. Exit slip- students will synthesize their learning from the period in order to complete an entrance slip. Assessment All of the assessment conducted during this lesson will be informal, formative assessments. These assessments will allow me to determine if students need more instruction or practice with the concepts that have been taught. 1. During class discussions (initial discussion, after trail run, and after scavenger hunt)- I will use the number of students volunteering to participate and the number of correct answers to help me determine how much of the content students have mastered. 2. Completed trail run sheets- These sheets will allow me to see which concepts of bibliographies students are struggling with and which students may need further instruction. 3. Completed scavenger hunt sheets- I will collect scavenger hunt sheets to see if students can determine where to find the information needed. 4. Exit slip- I will be able to determine if students can take the essential information for a bibliography and put it in correct order using correct punctuation and italicizing. Questions & Discussion Questions and discussion will be used in several places throughout the lesson. 1. Initial discussion- After students analyze the bibliography handout in pairs the teacher will lead a discussion where students

share what they have noticed about bibliographies so far. Some students may have some prior knowledge of the concept, but it will most likely be vague or incorrect. -What patterns do you see as you look through all the citations? -Do you notice any differences or breaks in the patterns? -When do you think you would use a bibliography? -What is the purpose of creating a bibliography? 2. Trail Run recap- teacher will ask the students what answers they had for each of the trail run questions and why they picked the answers they did. This will help students who did not understand the activity get clarification. 3. Scavenger Hunt recap- Teacher will review and discuss the scavenger hunt with students in order to ensure they understand each answer and how a bibliography should be formatted. 4. Closing- Teacher will ask questions similar to those asked at the beginning in order for students to get a review of why this concept is so important. -What is the purpose of creating a bibliography? -Why are bibliographies so important? -How do you know how to format a bibliography? Wrap-up 1. Students will complete an exit slip where they synthesize all of the concepts they have used during the different activities. They will need to complete a full citation for a book and website when given the appropriate information in a list. Students will also need to explain in their own words why it is important to complete bibliographies when doing research. 2. After students complete the exit slip, teacher will lead a whole class discussion asking questions to help students review the main concepts of the lesson. Expected Learning Outcome(s) 1. Using an exit slip at the end of the lesson, students will be able to explain in their own words why people create bibliographies when researching. 2. When presented with a print or online resource, students will be able to locate the information needed for a complete bibliographic citation. 3. Students will be able to create a fully accurate MLA citation when given all of the appropriate information to be included in the citation. ISTE Standard 5.A -Digital Citizenship- Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior

Learning Standard(s)

CCSS W8.8 -Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. AASL-Standards for the 21st Century Learner 1- Inquire, think critically, and gain knowledge -1.3.1-Respect copyright/ intellectual property rights of creators and producers 3- Share knowledge and participate ethically and productively as members of our democratic society. -3.1.6- Use information and technology ethically and responsibly. -3.3.7- Respect the principles of intellectual freedom. Handout PDF in a separate document