Information Literacy Lesson and Pathfinder (PSC/NCATE Key Assessment #6) Using the Georgia QCCs/GPS and the

Standards for the 21st Century Learner, each student will collaborate with a classroom teacher to design, develop, and implement a lesson focusing on information literacy skills as part of the classroom curriculum.Lessons need to follow the action example template format on p. 116 of Standards in Action. The lesson should be part of a larger classroom unit, but for this assignment only the actual information literacy lesson itself must be turned in. The information literacy lesson must demonstrate teacher-media specialist collaboration, and you (the potential media specialist) must teach a relevant portion of the unit. This means that you are required to take on the role of the media specialist and collaborate with another teacher. To support the information literacy lesson, you need to prepare a research pathfinder that students and/or teachers could use. Your pathfinder may be developed using the web tool of your choice (i.e. web page, wiki, or blog). The lesson must also include an evaluation or assessment of student learning from the lesson. This does not have to be in the form of a testwe will discuss methods of assessing student learning of information literacy skills during the semester. This assignment includes three components: a written lesson plan (using the template on p. 116), the research pathfinder, and a reflection that focuses on collaboration, your responsibilities/reactions to serving in the role of the media specialist, and on your assessment of student learning. This assignment should be submitted electronically by November 16.

Information Literacy Lesson Plan Rubric FRIT 7136

Unacceptable Rating Lesson Plan
(2.1, 2.2, 2.3; C1, C2,

Acceptable 2 Appropriate GPS/Standards for the 21st Century Learner are specified. Student learning activities go

Target 3 GPS/Standards for the 21st Century Learner clearly linked to learning activities.

Your Score/Comme nts

1 GPS/Standards for the 21st Century Learner do not correlate with learning activities.

Student learning activities are This primarily classroom element and textbook-based counts and are taught in twice. isolation from content area instruction. Roles and responsibilities for teacher and media specialist are traditional, not an instructional partnership. Instruction exhibits limited strategies and use of few resources. Pathfinde Pathfinder is r incomplete and does (online not include format) appropriate resources (1.1, 1.3, in multiple formats. 2.2; C1, C3) This element counts twice Learning

C4)

beyond textbook or worksheet-type activities. Roles and responsibilities for teacher/media specialist are specified. Motivation, individual differences and use of technology have been addressed, but these elements are not integrated with the learning activities.

Media specialist plays a key instructional role in planning, delivering and assessing the instructional unit. Lesson elements are motivational, address student differences, and demonstrate creative use of resources. Student and teacher use of technology is integrated into lesson elements. Pathfinder is well organized, incorporates current materials in multiple formats and annotations are thorough.

Pathfinder is linked to instructional activity and includes materials in more than one format. Annotations are included.

Assessment of

Assessment is clearly linked

Assessment

Assessme student learning nt focuses only on (2.1, 2.3; content learning and C1, C4) is based on a single measure.

to specific Standards for the 21st Century Learner. Assessment is limited to evaluation of process or products, not both.

Reflectio n
(2.1, 2.2, 2.3; C4)

Reflection is simply a summary of events and does not address student learning or the collaborative process.

Reflection synthesizes the key events that occurred during planning, delivery and assessment of the information skills lesson. Strengths/weaknesses of the lesson are identified.

represents a true instructional partnership between teacher and media specialist. Multiple sources of data are used to assess process and product. Self-assessment is included. Reflection shows the ability to document and communicate the impact of collaborative information skills instruction on student achievement. The reflection clearly addresses specific elements of the lesson that could be modified to improve collaboration and/or student learning.

Notes: GPS: Georgia Performance Standards Numbers in ( ) refer to AASL/NCATE Standards; c=content knowledge; pk=professional knowledge, skills and dispositions; sl=effect on student learning

Your Score:

Rating Scale:
Score 6 7-11 12-15 16-18 Rating Unacceptable Unacceptable Acceptable Target Grade 65 75 85 95