Inquire, think critically, and gain knowledge.

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

1.4.3 Monitor gathered information, and assess for gaps or weaknesses.

1.4.4 See appropriate help when it is needed.

 

The library media could begin a discussion with students about experiences they have had while conducting research.  Without a doubt students will share experiences of not knowing where to start, finding an abundance of information, contradicting views, along with many more issues.  The library media specialist could pose the question “What if I show you ways that will help you to monitor the process of locating information and understanding it?”  The library media specialist could first talk about indicator 1.4.1 by discussing how to monitor the effectiveness and progress of finding the information necessary to complete a task.  He or she could talk about when you get too bogged down you need to step back to see what needs to be changed.  For indicator 1.4.2 the library media specialist could do a role play situation where the student is seeking feedback from a peer by asking their opinion on information found during the research process.  With indicator 1.4.3 the library media specialist could present a topic and then read one piece of information that had gaps and did not present the information clearly followed by a discussion of how you much assess the information you have gathered to see if your information is presented thoroughly.  And last but least for indicator 1.4.4 the library media specialist much emphasis how important it is to ask for help when needed.  He or she could also do a role play here where one student asked for help in a situation and the end results were greater than the student who did not ask for help.

 

How to use technology:

The media program could have a wiki set up just for questions about monitoring information while in the process of conducting research.

 

Links:

http://www.tki.org.nz/r/assessment/atol_online/pdfs/041029_slowing_dwn.pdf

 

http://www.highlandschools-virtualib.org.uk/ltt/flexible/peer.htm

 

http://www.bcps.org/offices/lis/models/tips/

 

 

Questioning that the LMS could have posted to scaffold instruction:

 

What are all the sources that might be used?

 

Which sources will be most useful and valuable?

 

How do I locate these sources?

 

How do I find the information within each source?

 

How do I evaluate the information that I find?

 

Have I found enough accurate information to answer all my questions?

 

Have I discovered information gaps and filled them with more research?

 

Have I begun to identify relationships and patterns and thoughtfully reacted to the information I found?

 

Have any main ideas emerged from the research?

 

How well did my inquiry process go?

(From American Association of School Librarians

www.ala.org/ala/mgrps/divs/aasl/aaslproftools/standardsinaction/Draft2/Self-Assessment_Draft2.doc)

 

Rubric:

http://www.uwstout.edu/soe/profdev/rubrics/middleschresearchrubric.pdf

 

Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.4 Self-Assessment Strategies

2.4.1 Determine how to act on information (accept, reject, modify).

 2.4.2 Reflect on systematic process, and assess for completeness of investigation.

2.4.3 Recognize new knowledge and understanding.

2.4.4 Develop directions for future investigations.

When introducing indicator 2.4, the LMS specialist can encourage students to start assessing their own learning in order to determine how to act and reflect on future investigations. They may use strategies that involve reflection, feedback from others, or self-questioning.  These three strategies are essential in developing new knowledge and understanding for self-assessment for the 21st century learner.

·         Reflection logs are journals or logs that students write in on a regular basis about their research experience.  They may indicate simply what they tried and what they accomplished each day, what frustrations or barriers they are experiencing, what they plan to do next, what questions they have about the subject or process, or what they want to remember later when creating their final product.

 

·         Process folios are strategic collections of the process work of learning, just as portfolios are strategic collections of the products of learning.  Students begin with a reflection on their whole research process, looking at the barriers and successes along the way.  Students then document and reflect on the phases of their learning experience, which might include their initial topic selection, development of questions, search strategy, evaluation of sources, evaluation of information, reflective notetaking, and organization of final product.

 

 

·         Self-Questioning is when Librarians might teach, for example, students to ask themselves questions during notetaking as they interact with text.  Is this true?; How does this fit with what I already know?; Is there another viewpoint on this issue?; What other questions do I have?

Rubric or checklist – Students may provide valuable feedback to their peers by using a rubric or checklist to look at the work and providing comments for suggested revisions.  Peer feedback is most useful in the skills area.

Technology:

Blogs- students can reflect about their research experience, provide resources, and share information.

Wikis- students can modify investigations and peer edit group assignments.

Podcasting-students can record notes and organize ideas.

Links:

Rubric for checklist:

aasl.ala.org/aaslstandindtf/images/9/96/5.Self-Assessment_Draft2.doc

Self-Assessment Strategies:

www.ebscohost.com/customerSuccess/default.php?id=762

 

 

 

Share knowledge and participate ethically and productively as members of our democratic society.

3.4 Self-Assessment Strategies 
3.4.1 
3.4.2 


3.4.3 
Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. Assess the quality and effectiveness of the learning product. Assess own ability to work with others in a group setting by evaluating varied roles, leadership, and demonstrations of respect for other viewpoints.

The LMS can introduce this self-assessment indicator by discussing with students the importance of being able to work with others and how when working with others it is important to respect the viewpoints of those in your group. The LMS can assign a group research project in which the students will answer self-assessment questions on a project blog. The group project can begin with self assessment/expectations discussion questions that will include: their personal ability to work with others in a group, how effectively the groups will work together, what they think they will learn, and their plan for how they will begin working together and carrying out their research project. During and after the project students will continue to add to the blog discussion regarding the activities and progress of the group project. After the project has been completed students can use the blog to reflect on the success of the project and what changes could be made to enhance learning for future projects. Students can also gain insight on their learning process and ability to work in a group by reading the posts of others in their group.

Technology tools that will lend themselves to self-assessment:

Blog: Students can use a blog to reflect on learning and changes that could be made to their personal learning process that would enhance learning.

Wiki: Students can use a wiki for collaborative work and to assess their ability to work in a group.

Links:

Rubric for group work: http://www.isothermal.edu/qep/Rubric.self.assess.group.pdf

Self-assessment rubric: http://www.rippleeffectlearning.com/webquest/studentrubric.html

Everybody’s a critic. Website with tools for self-assessment and peer assessment:

http://www.tnellen.com/cybereng/peer.html

 

 

 

 

Pursue personal and aesthetic growth.

4.4 Self-Assessment Strategies 
4.4.1 
4.4.2 
4.4.3 
4.4.4 
4.4.5 
4.

 

4.6 
Identify own areas of interest. Recognize the limits of own personal knowledge. Recognize how to focus efforts in personal learning. Interpret new information based on cultural and social context. Develop personal criteria for gauging how effectively own ideas are expressed. Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs.

 

The library media specialist can begin a discussion about authors students enjoy or topics the students in the class like to read about.  The library media specialist can direct the discussion toward questioning what students know about the authors and topics, “Have you read all of their books, or does this author write any other type of books or articles?” or “Are there things you still wonder about the topic that you enjoy, even though you are familiar with it?” Students can be encouraged to ask themselves how they can answer questions about personal interests, and how confident they feel in their ability to find resources to help them investigate areas they are interested in.  The library media specialist can follow the discussion with a lesson in two parts.

 

One: students record a topic of interest on Wiki created for the lesson. The students record on the wiki something they would like to know, but do not about a topic of personal interest. Students record on the wiki ways that they could investigate the topic and resources that they think would be helpful.

 

Two: students would then follow their plan for investigation. After the investigation students   write an evaluation on the Wiki that discusses the outcome of their investigation. Students can write reflections on the process and list things that went well (according to plan) and things they would do differently next time.

 

 

Technology tools that will help identify areas of personal interest:

 

 

Blog: Students can use blogs to record areas of interested and to further develop what they know and would like to know about a topic.

 

 

Pathfinder: Students can use existing pathfinders to investigate areas of interest or investigate an area of interest and create a pathfinder for others to follow in their footsteps.

 

 

Social Networking: Many social networking sites allow users to join groups based on shared interests. Students could use social networking to evaluate and compare their ideas on a topic with those of others on the site.

 

 

Links:

 

 My future reflections, encourages students to identify areas of interest:

http://www2.scholastic.com/content/collateral_resources/pdf/a/army_repro1_futurerefections.pdf

 

 

Student Reflection Questions:

http://pblmm.k12.ca.us/PBLGuide/PlanAssess/StReflectionQuestions.html