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Janet,

I may be wrong but I think we'll get to decide the process we use whether it is Big 6, Super

3, or one we have developed, etc. They are all founded on the same principles, which of

course are the Standards of Information Literacy. Notice in the prompt where it states we

will "include in the response a description of the components in the process selected". I think

by having to explain our process we'll be demonstrating our knowledge of the process or

processes we use to fully engage our students in accessing, evaluating, and using

information. On the other hand I may be off the mark, but Tuesday will tell. I am praying

each day for all of you, and I can't begin to thank all of you for all of the support and

knowledge I have gained through this listserve. You have been an inspiration!!! On test day,

just remember

you are going to get to show everyone just what we Library People do!!

Vicki Lee

Durham, NC

I agree. Just take a look at

http://www.noodletools.com/debbie/literacies/information/1over/infolit1.html for a definition

of information literacy and one research model (not Big6) to help you with this question.

Coral Antony

From: sandy poston,sent: Sun 6/23/2002 11:58 AM

Subject: Re: [librarymedia] Re: exercise 5: Information Literacy

Although I am sure there is a need to be familiar with the 9 standards, I believe that there is

a greater need to know "information literacy processes" such as the Big 6 or other research

models. If you look at the definition of an information literate student, you will find that they

know how to access, evaluate, and use ideas and information (summarized, of course). This

is what the Big 6 (and lots of other models)are all about. In the exercise 5 description it also

makes reference to "components in the process selected." To me, this means the steps in

the process selected and I selected Big 6. It also says we are to give an example of theapplication of each component. Once you know the scenario you can determine how the

students would this step (component) in solving their informaion problem. Maybe this helps,

maybe I am way off. This is how my study group approached it. I guess I'll know on Tuesday

how well we interpreted!

Good Luck to all!

From: "mademoisellekitty1"

Date: Sat Jun 22, 2002 3:32 pm

Subject: Re: exercise 5: Information Literacy

My question for those still working or those finished. I am

assuming that for exercise 5: information literacy they are referring to the 9 standards. Is

that what you guys think?

Thanks, Cherry

Cherry-I agree with you. In Info Power, they devote a chapter to them

and they also content and standards in action. I made note cards with

each and examples and have been using those to study. One good thing,

according to the assess. center blurb, it will be in the 2nd part of

the test, so we can go and "refresh" ourselves on them before going

back in.

Catherine - Phil. 4:13
http://www.noodletools.com/debbie/literacies/information/1over/infolit1.htmlhttp://www.noodletools.com/debbie/literacies/information/1over/infolit1.html


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I think they are referring to the methods we use to teach information literacy skills such as Big 6.

I use DLEOSA (my acronym)

Define the task (what is the problem)

Locate the resources (what resources do I use)

Evaluate the resources( which of the resources most appropriate)

Organize (notes, outlines, citations)

Synthesize (present)

Assess (did I cover everything, how well did I do it)

This sort of follows Big 6 but is more my own.

Aldie Matta

From: "cchslms" Date: Mon Nov 22, 2004 12:25 pmSubject: Re: assessment center & score resultsI scored exceptionally well on four of the six assessmentareas, so hope my approach to studying for these tests might help someone else. I think thebiggest obstacle to doing well on those assessments is the time constraint, so I decided tocommit as much to memory as I could to minimize the "gittery nerves" factor during thetest. I identified key documents, strategies, philosophies,

etc. that I thought could underpin my responses. Then I recorded them on an audiotape. Ihave a 30 minute commute to and from work, and I used that time to play and replay thosetapes. Here is the list of items I included on my tapes: ten National Board library mediastandards; from Information Power: standards for student learning, information access anddelivery principles of schoollibrary media programs, program administration principles of school library media programs;steps in the Big Six information literacy process (memorize the process of your choice);Howard Gardner's multiple intelligences; from The Information-Powered School (AASL): stepsin collection mapping, steps in curriculum mapping, principles of authentic learning, steps increating a technology plan; Library Bill of Rights; School Library Bill of Rights; AECTStatement on Intellectual Freedom; steps in the reconsideration process. Memorizing thisinformation allowed me to spend my "thinking time during the precious thirty minutes atthe assessment center to apply

this information to the specific scenario presented on the test. I scored a 4.25 on collectiondevelopment, and I attribute this success to the information I learned from two documents:

The Collection Program in Schools, by Phyllis J. Van Orden, and The Information-PoweredSchool, from AASL. This last is the most practical and useful document I have ever comeacross in my thirty-one years as a media specialist. It is chock-full of templates thatcan help us plan our programs and serve our students and teachers in all aspects of ourlibrary media programs.Karen Reusch, NBCT 2004

Message 7842 from Cathy NelsonSample: Exercise 5 Information LiteracyScenario: A fifth grade teacher in your school has approached you about discussing someideas for a research project on Inventions and Inventors that impacted the twentieth

century.

Part 1: Describe your response, showing clear, consistent, and convincing evidence that youcan implement an information literacy model using this project as its foundation.

Part 2: Describe some of the methodologies you might use to make the class (and teacher)understand the process as a whole as they apply it to the Inventor/Inventions of the

Twentieth Century Project.

From: Cathy Nelson Date: Sat Feb 14, 2004 9:43 amSubject: Assessment Study Help

I spent last evening surfing through the archives to read up on helpful tips, links, and other


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information available through experiences of former and current candidates and certified LMS's

postings. I have "somewhat" divided the messages by message number so that you can look atthem as well. I also made myself a web page of useful links, again divided by Assessment

questions, that I gleaned from the archives. Feel free to use. They are listed by Message

Number.In the Archives:

Question 1 - Org. Mgt.

2062

20665083

Question 2 - Eth/Leg Tenets

21305082

5259

Question 3 - Tech2522

Question 4 - Coll. Dev.

20592260

22742265

23012303

2396

Question 5 - Inf. Lit2415

2418

2443Question 6 - Knowledge of Lit

1776

18602136

2146

4465

This is in no way to be considered all there is in the archives. It is what suited my specific needs,that all. Feel free to use them. I plan to post the attached web page of Helpful Assessment

Center Bookmarks to my media center page soon. (Sorry, motherhood calls, and I am off to the

Youth Basketball Courts!!) I'll post that web address as soon as I can do this.

From: "pegalinlp"

Date: Sun Mar 28, 2004 6:46 pmSubject: Re: Assessment-Ethical & legal tenets, technologies, knowledge of literature

Here are some websites which might help you:

http://www.greenville.k12.mi.us/ecc/lmcstaff.html#Top%20of%20pageThis is a wonderful site of "Media Center Staff Resources."

http://www.literacy.uconn.edu/littech.htmshowcases "Literacy & Technology Integration at The Literacy Web." It features a number oflinks to sites dealing with technology integration.

http://literacyvolunteer.homestead.com/index.htmlAlthough this is oriented toward the Reading teacher, it has some great ideas for using
https://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://www.greenville.k12.mi.us/ecc/lmcstaff.html%23Top%2520of%2520pagehttps://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://www.literacy.uconn.edu/littech.htmhttps://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://literacyvolunteer.homestead.com/index.htmlhttps://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://www.greenville.k12.mi.us/ecc/lmcstaff.html%23Top%2520of%2520pagehttps://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://www.literacy.uconn.edu/littech.htmhttps://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://literacyvolunteer.homestead.com/index.html


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literature such as Reader's Theatre.

http://www.geocities.com/educationplace/lmnbpts.htmThis is a Library Media Standards site built by Cynthia Wilson, NBCT It offers great linksorganized by the National Board Library Media Standards.

http://www.school-libraries.net/This web site gives information on how to put up your own library website. It has some greatlinks for technical information as well asother links.Linda Payne, NBCT

Additional Websites:

http://www.infolit.org/related_sites/index.html - National Forum onInformation Literacy provides additional linkshttp://www.coe.ilstu.edu/ilnbpts/candidate/exercise/lm_ecya_5.htm - NBPTSCandidate Mentor Support assessment center resources for exercise 5

http://www.big6.com/showarticle.php?id=87 Compares information skills

process modelshttp://www.ilile.org/ - Provides guidelines for libraries from the Ohio Dept. ofEd., including benchmarks for each grade. Click on Library Guidelines

http://www.greenville.k12.mi.us/admin/mediac - Media Center resources andadditional links information literacy, media literacy, problem-solving

http://www.bham/wednet.edu/departments/libmedtech/libmedframeworks.htm - Library Media Framworks includes two scenarios

http://www.cde.state.co.us/litstandards/index.htm - Colorado Dept. of Ed.Standards for Information Literacy and School Library Programs

http://www.infohio.org/id/dialogue.html - Model for Information Literacy

http://www.ala.org/aasl/ip_toc.html - Excerpt from Information Power

http://www.mcps.k12.md.us/departments/isa/elit/agopp/MODELS.HTM -Comparison of three research models

http://www.questioning.org/module/cycle.html - Research Cycle model

htpp://www.eddept.wa.edu.au/cip/learntech/res/res1.htm InformationProcess from Dept. of Ed. and Training Western Australia

http://www.literacy.uconn.edu/litstan.htm - Literacy Standards - providesadditional links

http://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf- Information Literacy Standards for Student Learning:Standards and Indicators AASL and AECT
https://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://www.geocities.com/educationplace/lmnbpts.htmhttps://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://www.school-libraries.net/http://www.infolit.org/related_sites/index.htmlhttp://www.coe.ilstu.edu/ilnbpts/candidate/exercise/lm_ecya_5.htmhttps://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://www.big6.com/showarticle.php?id=87http://www.greenville.k12.mi.us/admin/mediachttp://www.bham/wednet.edu/departments/libmedtech/libmedframeworks.htmhttp://www.bham/wednet.edu/departments/libmedtech/libmedframeworks.htmhttp://www.cde.state.co.us/litstandards/index.htmhttp://www.infohio.org/id/dialogue.htmlhttp://www.ala.org/aasl/ip_toc.htmlhttp://www.mcps.k12.md.us/departments/isa/elit/agopp/MODELS.HTMhttp://www.questioning.org/module/cycle.htmlhttp://www.literacy.uconn.edu/litstan.htmhttp://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdfhttp://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdfhttps://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://www.geocities.com/educationplace/lmnbpts.htmhttps://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://www.school-libraries.net/http://www.infolit.org/related_sites/index.htmlhttp://www.coe.ilstu.edu/ilnbpts/candidate/exercise/lm_ecya_5.htmhttps://mail.hoover.k12.al.us/exchweb/bin/redir.asp?URL=http://www.big6.com/showarticle.php?id=87http://www.greenville.k12.mi.us/admin/mediachttp://www.bham/wednet.edu/departments/libmedtech/libmedframeworks.htmhttp://www.bham/wednet.edu/departments/libmedtech/libmedframeworks.htmhttp://www.cde.state.co.us/litstandards/index.htmhttp://www.infohio.org/id/dialogue.htmlhttp://www.ala.org/aasl/ip_toc.htmlhttp://www.mcps.k12.md.us/departments/isa/elit/agopp/MODELS.HTMhttp://www.questioning.org/module/cycle.htmlhttp://www.literacy.uconn.edu/litstan.htmhttp://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdfhttp://www.ala.org/ala/aasl/aaslproftools/informationpower/InformationLiteracyStandards_final.pdf


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http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinforma

tion.htm - The Big Six Information Skills As a Metacognitive Scaffold: A Case Study

http://mingo.info-science.uiowa.edu/~lu/course/info_literacy/definition - PowerPoint slide of

information literacy

http://www.school-libraries.org/resources/literacy.html- Provides additional information literacy

resources

http://www.accesswave.ca/~hgunn - Information Technology in Education K-12

http://www.big6.com/showarticle.php?id=145 Article by Carrie Lowe titled Research

Foundations of The Big6 Skills

Articles:

Anderson, Mary Alice. Information Power: Because Student Achievement Isthe Bottom

Line. Multimedia Schools (6:2) p 22. Mar-Apr 1999. Information

Today, Inc. Academic Search Elite. Alabama Virtual Library. 26 April2006 http://web115.com>.

Murray, Janet. Contemporary Literacy: Essential Skills for the 21st Century.Multimedia

Schools (10:2) p 15 18. Mar-Apr 2003. ERIC. Alabama Virtual Library.26 April 2006. .

Spitzer, Kathleen L. Information Literacy: Facing the Challenge. BookReport (18:1) p

26. May/June 1999. Linworth Publishing. Academic Search Elite.

Alabama Virtual Library. 26 April 2006 http://web115.com>.

Additional Resources:

Ryan, Jenny and Sep Capra. Information Literacy Toolkit. Chicago: American Library

Association, 2001.

Information Power. American Library Association, 1998.
http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation.htmhttp://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation.htmhttp://mingo.info-science.uiowa.edu/~lu/course/info_literacy/definitionhttp://www.school-libraries.org/resources/literacy.htmlhttp://www.school-libraries.org/resources/literacy.htmlhttp://www.accesswave.ca/~hgunnhttp://www.big6.com/showarticle.php?id=145http://web115.com/http://web115.com/http://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation.htmhttp://www.ala.org/ala/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume62003/bigsixinformation.htmhttp://mingo.info-science.uiowa.edu/~lu/course/info_literacy/definitionhttp://www.school-libraries.org/resources/literacy.htmlhttp://www.accesswave.ca/~hgunnhttp://www.big6.com/showarticle.php?id=145http://web115.com/http://web115.com/

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