STANDARD 1: INSTRUCTION: Inquire, think critically and gain knowledge
3
The following best describes what is observed:
- 1. LIS provides lessons and/or guidance on how to:
- make real world connections to the curriculum via available resources;
- use questions to drive research;
- find appropriate resources to assist with answering questions;
- consider diversely selected materials presented in multiple formats that are appropriate to specified curriculum;
- utilize technology, when appropriate, for accessing information and pursuing inquiry.
- The LIS led workshops with seniors for approximately three weeks on the research process. Workshops included: (1) How to Find Nonfiction Print Resources in the Library, (2) How to Navigate Digital Resources for Research, (3) How to Evaluate Internet Websites for Validity, and (4) How to Cite Print and Digital Resources Appropriately. These workshops were purposed to make students better college and career ready. Workshops included note-taking, modeling, technology integration, and plenty of practice. See sample research folder content HERE.
- For two weeks in January, the LIS worked with ninth graders from Coach Fick's World History/Geography class during the 7th period. Daily, students reported to the library on special assignment. Students were studying Holocaust and Nuremberg Trials. Using the R.A.F.T. writing strategy, students operated in the role of journalist, writing a newsletter to the American people about Holocaust and Nuremberg. The LIS facilitated research on the topics using Digital Resources available HERE on the Westwood LMC's website as well as guidance on creating newsletters. See sample newsletters HERE and HERE.
- Currently, 10th grade biology students are reporting to the library for assistance with their BIOME project. The LIS has been assisting students with meeting project expectations. The LIS has: 1) provided guidance to where students can attain information about their habitat (digital resources provided on the Westwood LMC's website), 2) supplied scissors, glue, printing paper, and poster boards, 3) printed pictures in color, and 4) instructed how to create a PowerPoint presentation for one student who chose to do a PPT instead of a poster board. Projects are in progress; see works in progress HERE, HERE, and HERE.
2. LIS builds upon students’ prior knowledge as context for new learning.
Observation Cycle 1
- Students were asked why is it important to give credit to where you receive your information; students responded with mentions of plagiarism (see responses HERE). Students were able to offer phrases like "According to" and "In the text" as a way to give credit; however, students were not knowledgeable of how to cite sources in citation format. Building citations was new learning for the students.
Observation Cycle 2
- During the second semester, seniors utilized the information gained from research lessons to complete a research paper on literate and illiterate societies (from Gums, Germs, and Steel). See sample paper HERE; there was a misunderstanding in the topic for one student; however, THIS PAPER shows student using proper citation procedures in his paper on Corporal Punishment.
3. LIS provides opportunities for students to seek information for personal learning.
Observation Cycle 1
- As a culminating activity, seniors had to participate in a short research project and compose a research paper on their aspiring career. Having students to research their career allowed them to gain insight into the occupation of their choice, and it made them better informed about the job so that they can truly make informed decisions about the occupational direction they are choosing to follow.
Observation Cycle 2
- Students continue to use the library daily to read and access computers for school assignments and projects, college/scholarship/job applications, etc. See sample sign-in sheets from second semester HERE.
4. LIS provides opportunities for students to show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
Observation Cycle 1
- Students check out books of their choice. See Circulation Report HERE.
- Students check in the library daily to read and access computers. See sample sign-in sheets HERE.
Observation Cycle 2
- Students continue to check out books of their choice and use the library daily to read and access computers. See sample sign-in sheets from second semester HERE.
4/5
For Level 4, all evidence at Level 3 is present, as well as one or more of the following:
For Level 5, all evidence at Level 3 is present, as well as all of the following:
1. LIS consistently provides lessons and/or guidance on how to:
2. LIS consistently builds upon students’ prior knowledge as context for new learning.
see Level 3, Indicator 2
3. LIS consistently provides opportunities for students to seek information for personal learning.
see Level 3, Indicator 3
4. LIS provides opportunities for students to show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
see Level 3, Indicator 4
5. LIS ensures that students make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, and conflicting information and point-of-view or bias.
Observation Cycle 1
Observation Cycle 2
6. LIS provides opportunities for meaningful student collaboration related to inquiry and critical thinking.
Observation Cycle 1
Observation Cycle 2
- make real world connections to the curriculum via available resources;
- use questions to drive research;
- find appropriate resources to assist with answering questions;
- consider diversely selected materials presented in multiple formats that are appropriate to specified curriculum;
- utilize technology when appropriate for accessing information and pursuing inquiry.
2. LIS consistently builds upon students’ prior knowledge as context for new learning.
see Level 3, Indicator 2
3. LIS consistently provides opportunities for students to seek information for personal learning.
see Level 3, Indicator 3
4. LIS provides opportunities for students to show an appreciation for literature by electing to read for pleasure and expressing an interest in various literary genres.
see Level 3, Indicator 4
5. LIS ensures that students make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, and conflicting information and point-of-view or bias.
Observation Cycle 1
- One component of the senior research project required students to find reliable internet sources on a given topic. Students took notes on how to determine the validity of an internet website and then evaluated sites to determine best sources. See sample notes and Internet evaluation exercise HERE. Sites used for evaluation can be found on the RESOURCES page under the section, Website Evaluation: Which website do you consider best for research?
Observation Cycle 2
- Students researched information on the Holocaust and Nuremberg Trials on Britannica School and World Book Student (digital resources found on the Westwood LMC's website). Students analyzed and summarized like information from both sources.
6. LIS provides opportunities for meaningful student collaboration related to inquiry and critical thinking.
Observation Cycle 1
- Throughout the senior research project workshops, students were able to practice learned material with their tablemates. Included in the citation practice handouts (included in the research folder content), notice one component titled, "Work with Tablemates." Shown on the assignment sheet HERE (Assignment #6), students received a grade for a website citation that required cooperative work; to encourage cooperative work, each group of students had to have the same citation in order to receive the grade.
- HERE is a video of a group of students discussing the validity of a website.
Observation Cycle 2
- Students worked in groups of four to complete their newsletter on the Holocaust and Nuremberg Trials.