Computer Camp: Teaching Effective Computer Literacy Skills to Community Youth

Audience:Grades 6 to 8Ages 11 to 14

Group 5:Angela NewmanKaitlin SagaasDoneanne SoultRuth Villaverde

1. Rationale for the instruction:

Computer literacy is crucial in today’s academic and professional environments. Public libraries offer many computer literacy courses and programs for adults, but do not offer these initiatives to young adults under the age of 18. It is our goal to plan and execute a computer literacy camp for middle school students (grades 6-8) at the public library. By utilizing existing resources and staff, we will be able to offer a budget-friendly and beneficial program to our community’s youth.

2. Goal and objectives:

The overall learning goal for the computer literacy program is simple: The learner will understand how to utilize information literacy skills such as making connections between ideas, utilizing various information-seeking strategies, gain knowledge of various search engines, and effective evaluation of resources.

To achieve this goal, we plan to focus on four literacy objectives and outcomes:

1. Students will gain knowledge of various search engines and e-resources available at the library and gain information-seeking skills on how to effectively utilize these resources.2. Students will utilize critical thinking skills to make connections between search terms and related ideas.3. Students will effectively evaluate resources.

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OVERVIEW:

1. Brief Summary of Unit

The public library will offer a computer literacy camp for children ages 11 through 14. The computer camp will be held July 12th through July 15th, 2011 on Tuesday, Wednesday and Thursday morning from 10 a.m. to 12 p.m. in the computer lab. The program will be taught by the Young Adult librarian, with assistance from two parent volunteers. There will be no fee for this program. Enrollment will be limited to the first ten children to register. Registration forms will be available on-line and at the library front desk, and must be submitted by Friday, May 27th, 2011. Additional sessions of computer camp may be scheduled if response warrants it.

The purpose of this program is to help children learn where and how to search for information online, how to evaluate online resources, and how to use Microsoft Publisher to create a report. The program will offer hands-on, focused activities that encourage children to learn keyword search strategies, to evaluate Web sites, and to use critical thinking skills to find information. The children will select a topic, develop a search strategy, find information and create a report (Collen, 2008). Multiple assessment tools (worksheet, checklist, multiple choice test, and performance assessment, rubric) will be used to evaluate the children's progress throughout the program.

2. List of Required Resources

In order to make the program as cost-effective as possible, we plan to utilize many existing resources. Being fortunate enough to have a technology lab suited with 10 computers, several database subscriptions, and a full-time YA librarian makes this task much simpler. Monetarily, the direct costs for supplies needed include information packets and fliers, as well as the photocopying costs associated with those materials. The indirect and direct costs for the program are as follows:

Cost FactorsSubscriptions and Books Database Subscription Fees Existing,

indirect cost

Supplies Photocopies of pamphlets for 10 kids; 50 pgs @ $.10/pg

$5.00

Advertising Fliers, 200 @ $.10/pg $20.00Computer/Technology Lab Equipment, including internet access and software

Existing, indirect cost

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Salaries YA Librarian, Full-time employee (40 hours preparation, 9 hours program prep and instruction)

Existing, indirect cost

Two Parent Volunteers unpaid

Total Cost of Proposed Program $25.00

3. Modes of Instruction

Program SummaryParameters ProposalAudience/learners Middle school students in the community, ages 11-14Purpose Basic Information Literacy: resource usage and evaluationStaffing YA Librarian, parent volunteersTime constraints: Development 9 months (July 2011). Librarian will require 40 hours preparationTime constraints: Learning 3 days (2 hrs/day), pilot program

Facilities: DevelopmentLibrary office w/ computer and internet access and word-processing software. Copy machine.

Facilities: DeliveryPublic library technology lab w/ 10 computers and internet access.

(Grassian, 140, 2009)

ASSESSING, EVALUATING, AND REVISING INSTRUCTION:

1. Student Achievement

a. Outcome 1 -

Assessment Tool: A rubric will be used to assess the student’s ability to effectively understand, evaluate and use search engines and e-resources available through the library. The librarian will evaluate the student’s Microsoft Publisher report on a specific topic using a scale of one to five, five being the highest level of comprehension and one being the lowest level of comprehension and give a specific score to each student.

Rubric Score Example: 5= the student demonstrates a complete understanding of the various resources available to him or her. The student displays a clear understanding of extracting relevant information from appropriate and authentic resources in a well-written, applicable report. Information is gathered meticulously from multiple authentic

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resources and bibliography is documented clearly. Sources are used ethically and cited properly.

Rationale: Based on the scores for each report, we will analyze what parts of our program made the most impact on children and what made the least impact. We will prepare these findings in a report that states the range of score we gave children based on what they have learned.

b. Outcome 2 –

Assessment Tool: An objective test will be used to assess the students’ ability to utilize the skills they learned in effectively searching the internet. This test will include multiple choice questions. The test will be three questions that focus on keywords, search queries, and search strategies using Boolean operators. Additionally, students will be able use the internet while completing this test to visually ensure that they are confident in the answers they select.

Test Question: 1. Boolean Operators: You are researching about the planets. You want to find out specifically about Mars and Venus and whether they share similar atmospheres. Which is your BEST search strategy using the planet names?

a. Mars AND Venusb. Mars Venusc. Mars OR Venusd. Atmospheres

Rationale: The examination of the multiple choice tests, based on the grades that the students receive is dependent on the revision or justification of our program. We will use this data to provide feedback to our learners and substantiate our instruction to our stakeholders.

c. Outcome 3 –

Assessment Tool: A performance assessment will be used to assess the students’ ability to effectively evaluate a variety of resources. Students will be given a website and an article to review. They will be asked to evaluate the website and articles based on what they have learned.

Sample Rating Question: Please rate this article (insert article) using the evaluation criteria you have been given. Based on your answers to these questions, would you use this article as a valuable resource for your research?

1. Is the author an expert?: Yes No Not Sure2. Is there is a definitive purpose of this work?: Yes No Not Sure3. Does this article have current information? Yes No Not Sure

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Rationale: We will use a performance assessment to determine whether our students can differentiate between (1) scholarly journal articles and popular magazine articles, and (2) between valid websites and websites which are not relevant to their research. In presenting our data, we will form a report of what types of information students can recognize and other things with which they struggle.

2. Quality of Instruction

a. Audience and rationale:

The learners, who are in middle school, hope to achieve the skills necessary to navigate the internet and library resources in order to obtain effective research for school and research projects. In order to acquire this information, knowing how to use these resources is necessary. Searching with appropriate keywords in the proper search engines will undoubtedly give the students skills to obtain superior research and learning expertise.

b. Reasons for audience's interest:

Parents will expect that children who enroll in this program will learn how to do research properly and improve their learning skills. They expect their children to know simple and proper strategies on how to write a report and judge accurate resources to use for school projects, and in turn, the parents expect grades to improve. The library director expects staff to fulfill all the expected needs of parents and learners in order to keep supporting this program.

c. Assessment tools:

In order to assess that the program is meeting the needs of our audience, we will be dispensing a survey for the children to complete before the end of our session.

a) Survey Questions:1. What was the most important thing you learned this week?2. Was this program what you expected? Better or worse?3. Was there anything that was confusing or not clear? Please describe.4. Was there anything about the program you would change? If so, please describe.

5. Please suggest ideas for future programs.

Rationale: The survey is used to evaluate the students’ personal opinions on the program that they have completed over the past three days. Through the program, we will learn what types of activities made the most impact and whether we are missing some crucial elements that would be important and necessary to middle-school children.

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b) Additionally, we will be giving out a Likert Scale Evaluation Sheet to the children to present to their parents to evaluate their child’s progress in information literacy.

Likert Scale Evaluation Sheet:

a. How would you rate the quality of this program with evidence of the work produced by your your child/children?

Very High High Average Low Very Low 5 4 3 2 1

b. This program focused on topics that are relevant to your child’s education and were taught to your child in a timely matter.

Strongly Agree Agree Undecided Disagree Strongly Disagree 5 4 3 2 1

c. How valuable was the program in helping your child/children become more information literature?

Very Valuable Somewhat Valuable Not Very Valuable Not at all Valuable

4 3 2 1

Rationale: The Likert Scale is used in order to obtain general opinions from the parents of the children who attended Computer camp. Their general opinions about the camp and the work that the child completed as evidenced by the parents are able to be voiced through this assessment. Their responses are usually obtained by observing their child’s work done inside the computer camp that they take home.

d. Logistics of the assessment

The survey will be handed out at the end of Day Three. Students will have approximately ten minutes to fill out the open-ended questions. Surveys will be collected and analyzed prior to the following session. In order to make sure the students answered the survey questions honestly and accurately, we will do a quick individual discussion with each of the students to review their answers as they are receiving their certificates for completing the camp. This will help us to make sure the students answered the survey questions to the best of their ability and to obtain any additional thoughts the students may have about the class. The Likert Scale Evaluation form will be given to the parents of the participants as they come to pick their children up. We will ask the parents to

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return the form within a week in person or through mail in order to evaluate and analyze their responses to improve our program for the next session.

e. Analyzing and Reporting:

The survey will be compiled into data that will list both the exemplary and disappointing attributes of the program that the students enjoyed or did not gain benefit. We will include in our data the instructional objectives, trends, accomplishments, and failures. Our Likert Scale Evaluation Form will help determine the success or failure of our program depending on the actuality that the skills taught by us have resided with our participants.

3. Revision:

a. Objective Test: The objective tests demonstrated poor understanding in searching for terms or phrases in specific ways. More time needs to be spent on Boolean Operators and less time will be spent on picking a valuable search engine. Time will be devoted to letting children search for different topics on their own with little instruction from the teacher/librarian, other than a supporting force. Less time will be spent on the games used to teach the different strategies used in searching; instead, children will learn through their own familiarity and experience.

b. Survey: Students demonstrated a need for take-home paperwork that explains the overall program’s initiatives and ideas learned in the class. Many children feared they would forget the information they learned without a handout or guide. This was supported by the Likert Scale Evaluation Form that confirmed some children were not able to meet all the goals of their intended purpose for attending the program.

3. Rubric: The data found from ranking the Publisher reports that the children completed provided evidence that our objective concerning effectively utilizing resources may need to be revised. Many children lacked an ability to organize their information in Microsoft Publisher and felt apprehensive in using a program unfamiliar to them to write a report that is supposed to demonstrate their research abilities. The objective has to include utilizing basic computer resources as well as library resources.

INSTRUCTIONAL SEQUENCE:

1. Introductory Activity-

A. Audience: Our learners will be students 11-14 years old, or grades 6-8. Our program does not target a specific group within this age range, but will seek to reach a cross-section of youth in the community. We will direct our marketing efforts to public,

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private and parochial schools, as well as a local homeschooling group, prior to the end of the school year. B. Overview of logistical issues: There are two areas with possible issues: computer access and noise levels. Computer Access: The camp will be held in the 10-computer technology lab of the library. The lab will be closed to other library patrons for two hours each morning for the three days the camp is in session. Appropriate signage will be posted for a week before the camp to prepare patrons for this inconvenience. Noise Level: When the teens are not in the program room, they will be reminded to be considerate of other library patrons by keeping their voices low.

C. Detailed Description of Introductory Activity: Upon arrival, the participants will be asked questions about information literacy in order to ascertain what knowledge and experiences they possess prior to the program. (Questions will include: What do you think information literacy is? How do you use information literacy in your everyday life?) Next, the participants will watch “e-Literate – the movie” for a brief introduction of the topic. The video provides a thought-provoking look at the global deluge of information. It explains the necessity for students to evaluate sources for validity, currency and applicability to their needs (AT&T Intellectual Property, 2010). This movie will successfully fulfill the third learning objective, how to effectively evaluate resources, by providing information to the students as initial tips to start the proper evaluation of resources. Finally, the presenters will explain the objectives of the camp and show an example of the Microsoft Publisher report the participants will create on Day 3. [30 minutes]

Next, the presenters will distribute a one-page worksheet that the participants will use to match everyday situations where information is needed (a school report, for example) to sources where information can be found. Some information sources might include: books, magazines, newspapers, primary sources, and websites. Included is a link to the full worksheet that will be handed out to the students: http://www.teach-nology.com/worksheets/research/choose/ver1/. A sampling of a question on this sheet is as follows: “Joleesa needs to know what the weather is like in Los Angeles, California today. What resource should she use?______________”

Next, presenters will explain the difference between an information source and a finding aid. Finally, the presenters will lead the students on a short tour to identify the locations of both sources and finding aids at the library. [30 minutes]

Computer Literacy Camp TimelineDay One

Activity Duration

 Introductory Activity: eLiterate Movie 30 mins

  Choosing Resources Worksheet 30 mins

 Collen's Computer Camp Games (5) 45 mins

  1. The What-Do-You-Know Game  

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  2. Who Is This Guy?    3. Nyms You Already Know and Love    4. Mad Lib – The “Operator” Version    5. Search Engine Showdown    Closing Game: M&Ms 15 mins    2 hrs.

Day TwoActivity Duration

  5 W's Hat Activity w/ worksheet 30 mins  Nerf Quiz and Search Log 70 mins  Intro to Publisher 20 mins    2 hrs

Day ThreeActivity Duration

  Publisher Basics 10 mins  Microsoft Publisher Report (1pg) 60 mins  MLA citation worksheet  10 mins  Discussion of Reports 30 mins  Program Evaluation 10 mins    2 hrs

2. First information literacy objective and activities:

A. Objective- The students will use critical thinking skills to make connections between search terms and related ideas, by selecting keywords, performing search queries and developing a search strategy using the Boolean operators AND, OR and NOT. B. Activities: When the students return from their library tour, they will sit at computers and access the Google search engine. Next, they’ll type in a keyword of their choice and see how many hits they get. The presenters will lead a conversation about the overwhelming amount of information available online and lead naturally into the next exercise: how to narrow your results by improving your search terms. The librarian will show her how her word of choice, cat, initially yielded over 570,000,000 results, and how narrowing the search to "tabby cat" produced about 417,000 results. The librarian will keep narrowing her search to her final product, "tabby cat" AND "chronic renal failure," which limited the search to about 1,760 results. The librarian will explain that tomorrow’s lesson at the computer camp will help them evaluate which of those resources would actually be reputable for a report on feline renal problems. The rest of the first day will be spent using games to learn search techniques. Since our program is modeled after Lauren Collen’s Computer Camp, we plan to use the games she recommends in her 2008 article. Full descriptions

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of the games can be found at http://tinyurl.com/2g5duet. An explanation of how each game helps achieve the learning objective is provided below:The What-Do-You-Know Game: Different information resources, such as a newspaper, encyclopedia, dictionary, atlas or almanac are passed out to each pair of children. The students find a person, place or thing in their resource and write it down on an index card. One student rolls the die and the rest are challenged to come up with that number of facts about the item recorded on the first index card. Some topics will be easier than others. There will be some topics that the children cannot think of enough facts, but begin to share opinions, e.g. "Texas is a nice place to live" (Collen, 2008). This exercise supports Learning Objective 1. It uses information resources and encourages information-seeking skills. It provides a basis for a discussion about facts versus opinions and leads into the next game.Who Is This Guy? After showing the group a photo of a famous person, place or thing, the presenters ask the group what the students know or would want to know about the subject. The responses are recorded on a white board in front of the class. Next, the students find an online encyclopedia entry about the subject and answer as many questions as they can. For the questions which remain, the presenters will suggest searching other resources, as well as inventing new search terms. This game supports Learning Objective 1 and 2, by encouraging information-seeking skills and using critical thinking skills to make connections. This game leads into the next. Nyms You Already Know and Love: This game supports Learning Objective 2 regarding connections between search terms and related ideas. The presenter will review synonyms and introduce hypernyms and hyponyms. Hypernym is a word that is more generic than a given word, e.g., Dog is the hypernym of Chihuahua. Hyponym is a word whose meaning is included in that of another word, e.g., Daffodil is a kind of Flower. The presenter will suggest the students can remember the difference between the two words by saying hyper is super, that is, the hypernym is the "larger" (superordinate) word. The presenter will explain the importance of manipulating language to broaden or narrow a search. The students will be sent on a "word quest” to explore http://www.visualthesaurus.com (Thinkmap, Inc., 2010). Each pair of students will be given a word to explore. They will be asked to write down as many related words as possible within 1 minute. The visualthesaurus website provides a different approach to a thesaurus word search. By typing in a word in the search box the student can produce a "word map" of related words. This visual approach to word searching is very effective with youth.Mad Lib – The “Operator” Version: This game will support Learning Objective 1. Presenters introduce Boolean operators AND, OR, and NOT, as well as using quotation marks with search terms. Students will apply this information to their “Who Is This Guy?” results to learn how to create search strings. As an example, in Ms. Collen's initial computer camp, the children questioned whether Neil Armstrong was related to Lance Armstrong. Collen wrote the sentence "Is Neil Armstrong a cousin to Lance Armstrong?" on the whiteboard, and then crossed out the articles, conjunctions, etc, and added quotation marks to make the search string "Neil Armstrong" cousin "Lance Armstrong". The children are encouraged to try this search string on their own computers, with and

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without quotation marks (to see the number of hits increase dramatically). "The kids will see that putting the words together differently or using different combinations of words and operators actually produces different search results" (Collen, 2008).Search Engine Showdown: This game supports Learning Objective 1, as students will gain knowledge of various search engines. Students will experiment with search engines. Some of these activities include entering the same search terms into different search engines, such as Yahoo, Google, Ask, Kids Click, and Clusty, to see how the results differ and taking a broad search to a narrow one and seeing how the results are affected. The children are encouraged to compare (and perhaps compete with each other to reduce) the number of hits they get from each search engine. [45 minutes]Finally, presenters will conclude the session by asking the participants to name one thing they learned about information literacy that day. Presenters/volunteers will pass out M&Ms and ask the students to turn them upside down to reveal a W. This is not only a treat at the end of a full first day, but presenters will briefly explain how also the letter foreshadows the opening activity of Day 2 of the camp – the 5 W’s of website evaluation. These games coincide with the third objective, evaluating resources. [15 minutes]

C. Informal checks for understanding: Presenters and/or volunteers will ask questions of participants and lead discussion throughout the computer games. Some questions include what types of problems the children are facing and try to address these problems. Such questions may be “do you understand why you need to put quotation marks around your search string?” or “do you know the difference between the Boolean words, AND or OR?” Other questions could be centered on things such as “do you know the difference between an atlas and an encyclopedia?” It is important that students repeat back information they are learning during these games and ask questions about information they do not understand. By giving them an opening to ask for help, we must ask them questions that is refreshing the information they are being taught. During the wrap-up discussion, presenters will answer questions and provide clarification on concepts as necessary.

3. Second information literacy objective and activities:

A. Objective- The student will evaluate information using the criteria of authority, applicability, currency, authenticity, and usability. B. Activities: At the beginning of Day 2, presenters will pass out hats labeled “Who,” “What,” “When,” “Where,” and “Why.” Presenters will explain the aforementioned five criteria of web evaluation and pass out Kathy Schrock’s handout (http://kathyschrock.net/abceval/5ws.pdf) to introduce the lesson that the information contained on websites cannot always be accepted at face value (Schrock, 2010). Students use Shrocks’s 5 W’s of Website Evaluation to learn what constitutes a reputable website by questioning Who wrote it, When it was written and updated, Where it comes from (such as sponsor), Why that particular site is better than another. We plan to utilize Shrock’s

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Critical Evaluation of a Website grid to help students learn what questions they should ask themselves when evaluating a website.

Schrock's checklist will be used as a performance assessment to assess the students’ ability to effectively evaluate a variety of resources. In order to use this resource as a performance assessment, the librarian will discuss and evaluate the reasoning students provided on their grids and discuss why that criterion is correct or incorrect. Next, the group will collectively visit a number of websites – some with false information, some with genuine expertise. The students with the “Who” hat will look for the website’s author, the students with the “When” hat will look for information about the website’s creation date and most recent update, and so on. They will use the handout as a guide in looking at the websites. After the group exercise, students will evaluate websites individually and complete Schrock’s Critical Evaluation of a Website handout for a more in-depth analysis of web evaluation (Schrock, 2009) Students will complete Schrock’s Critical Evaluation of a Website grid-worksheet to learn which questions they need to consider when evaluating a website. This worksheet asks questions such as “Is each section of the page labeled with a heading?” and “Did the author sign his or her real name?”—these questions will also be discussed with the librarian upon completion to answer why such criteria is important to evaluation. [30 minutes]C. Informal checks for understanding: The hat exercise is in itself an informal check for understanding. Schrock's checklist will be used as a performance assessment to assess the students’ ability to effectively evaluate a variety of resources. Along with her five W’s checklist that the teacher will be following along with the students, the teacher and parent volunteers will use their own in-depth criteria that will be asked to the students during the exercises. Some of the questions include “is the information reliable?” or “Does the site contain original information or simply links?” All of the questions can be found here: http://library.usm.maine.edu/research/researchguides/webeval.php?ID=0. These questions are only for the teachers to ask to see if the kids are using the five W’s to search the internet. We will also use this teacher’s checklist to evaluate the worksheets the students filled out to see if they are properly evaluating websites.

4. Third information literacy objective and activities:

A. Objective- The student will select a topic of interest and use search strategies to narrow the focus of the topic and find information.

B. Objective 2- The student will successfully create a Microsoft Publisher report using newly acquired publishing skills

C. Objective 3- The student will be able to effectively cite materials found on the internet in the proper MLA format

B. Activities: In order to review the material covered in Day 1, the presenters will toss a Nerf or Koosh ball to each participant and informally quiz them on information sources and finding aids available in the library. This activity will ensure that students have

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an understanding of how each activity meets the coinciding learning objective. Next, the presenters will ask each participant to choose a topic they are interested in and begin independently researching it using the finding aids available in the library and the search strategies learned during Day 1. During the search process, students will keep a log of their search terms, the finding aids they use, and the resources they find with them. As they search, students will informally evaluate their sources by using the 5 W’s. This log will help them create a report as a final project. [70 minutes]

Day 3 will begin with presenters teaching participants the basics of Microsoft Publisher, including how to make a text box, how to insert an image, and how to enlarge, shrink, move and delete objects. [10 minutes]

Presenters will then teach children how to properly cite the sources they are using for their report. Presenters will show where the information for MLA citations is located and how to write the citations in the correct format. The presenters are trying to convey to the students that once they have evaluated and selected their resources, they need to know how to properly cite them to avoid plagiarism. Presenters will hand out an example sheet of MLA citations. Such an example of an MLA citation is as follows: A website’s format is written like this- Last name, First name of author. Title of Site. Date of last revision. Name of sponsoring organization. Day Month Year of access <URL>. The full worksheet can be found here: http://www.asdk12.org/staff/benolkin_teresa/pages/mla.html.

After a quick introduction to MLA format, the students will complete a worksheet that tests their ability to understand MLA citations. An example of a question that can be found on the worksheet is as follows: Please put this in correct MLA format- 1.) "He spoke to us in German and then left us behind"--from Donaldson's Bantering on Watergate, page 45. The full worksheet can be found here: http://www.pkwy.k12.mo.us/homepage/mbannecker/File/Research/MLA_Doc_Practice_Worksheet.pdf. These worksheets will be looked over by the presenters as the students are creating their Publisher reports. [10 minutes].

Participants will then compile their research from Day 2 into a one-page report in Publisher, including two paragraphs of text, at least one image, a Word Art title, and a list of their sources in MLA style. Students will work together to create this report from the log they kept and can look back on the websites they have chosen to use. Students will use skills taught by presenters to create their report and summarize their information appropriately. The librarian and volunteers will informally scan each presentation once the students have finished, making sure all of the required materials are present in the report. [60 minutes]

C. Informal checks for understanding: As students work on their research and report, presenters and/or volunteers will circulate amongst the participants to provide one-on-one support where it is needed, both with search strategies and Publisher. Presenters/volunteers will also check that the information found on the search logs are being used in the Microsoft Publisher report.

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5. Summary activity:

A. Objective- The information literacy lessons learned by the students will be reviewed and reinforced by sharing them with others. B. Activities: Participants who are interested will present their reports to the entire group and share the following information: What was their topic? What was the best resource they found, and how did they find it? Did they experience any roadblocks? We will also become involved in the discussion and have a question and answer session with the entire class. We will address these specific roadblocks that many of the students will hopefully point out, including the trouble with trusting themselves in the process of finding accurate information, in which we reinforce with tips we have provided them on how to determine if the information they are looking at is accurate and also the power of knowledge that is crucial in evaluating information. Other roadblocks we foresee addressing is the confusion with the MLA styles and citations and will provide them tips to understand how to use MLA in their education. The roadblocks we plan to address will be reinforced by confidence builders from the teacher and volunteers. The last 15 minutes of the program will be used for program evaluation by the participants. C. Informal checks for understanding: Again, this exercise is in itself an informal check for learning.

Academic Honesty Statement

We certify that:

This paper/project/exam is entirely our own work. We have not quoted the words of any other person from a printed source or a website without indicating what has been quoted and providing an appropriate citation. We have not submitted this paper / project to satisfy the requirements of any other course.

Signature Doneanne Soult, Kaitlin Sagaas, Ruth Villaverde, Angela NewmanDate December 2, 2010

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References

AT&T Intellectual Property. (2010). E-Literate Video. AT&T Knowledge Network Explorer. Retrieved 27 October 2010 from http://www.kn.pacbell.com/

Collen, L. (2008, September/October). Teaching Information Literacy in the Public Library, or Why a Public Librarian Would Take on the Role of a School Librarian. Knowledge Quest Web Edition , 37 (1).

Grassian, E. S., & Kaplowitz, J. R. (2009). Information Literacy Instruction: Theory and Practice (2nd ed.). New York: Neal-Schuman Publishers Inc.

Schrock, K. (2009). Critical Evaluation of a Web Site Middle School Level. Kathy Schrock's Guide for Educators. Retrieved 29 October 2010 from Discovery School Web site URL: http://www.discoveryschool.com/schrockguide/evalmidd.html

Schrock, K. (2010). The 5 Ws of Web Site Evaluation. Kathy Schrock's Guide for Educators. Retrieved 29 October 2010 from Discovery School Web site, URL: http://kathyschrock.net/abceval/5ws.pdf

Thinkmap, Inc. (2010). What is the visual thesaurus? VisualThesaurus.com Retrieved 12 November 2010 from http://www.visualthesaurus.com/howitworks/

Tips for Program Evaluation Forms. (2006, August 29). Retrieved November 4, 2010, from Association of College and Research Libraries and American Library Association: http://www.ala.org/ala/mgrps/divs/acrl/about/sections/is/about/resources/tipsprogrameval.cfm

Vandervelde, J. (2010, July 29). Research Process Rubric - Middle School. Retrieved November 4, 2010, from Kathy Shrock's Guide for Educators: http://www.uwstout.edu/static/profdev/rubrics/middlelschresearchrubric.html

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