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Information Access, Evaluation, Processing and Application

Page history last edited by Sharon Gallagher 8 years, 8 months ago

Overview

The goal of the Information Access, Evaluation, Processing and Application module is to prepare you, as an educator, to become proficient with Standard 1 of the Maryland Teacher Technology Standards. This standard requires that teachers demonstrate an understanding of the accessing, evaluating, processing and applying information efficiently and effectively and is based on the NETS for Teachers: National Educational Technology Standards for Teachers. Please note that you will need access to the SIRS database for Section 2.

Goals

Throughout this module, we will engage in several interactive tasks to increase our understanding regarding accessing, evaluating, processing and applying information.

Our module goals include the following:

  • Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology.
  • Evaluate information critically and competently for a specific purpose.
  • Organize, categorize and store information for efficient retrieval.
  • Apply information accurately in order to solve a problem or answer a question.

 

Learning Sections

This module is divided into six sections. Within each section, you will complete a variety of activities. Activities include reading Web-based articles, watching video clips and presentations, and applying new strategies for searching the World Wide Web (WWW), evaluating websites, and using research models for problem-solving. You are responsible for completing all module activities. Refer to the grading guidelines listed below for a list of all graded assignments and their respective point values.

  • Section 1: Orientation and Introduction
    • Section Overview
    • Activity 1: Build Background Knowledge: The InfoWhelm
    • Activity 2: Information Literacy
    • Activity 3: Discussion Forum
  • Section 2: Accessing Information on the Internet
    • Section Overview
    • Activity 1: Build Background Knowledge
    • Activity 2: Effective Use of Search Engine From Basic to Advanced
    • Activity 3: Discussion Forum
    • Optional Resources for Additional Research
  • Section 3: Evaluate Information Critically and Competently for a Specific Purpose
    • Section Overview
    • Activity 1: Build Background Knowledge
    • Activity 2: Applying the REAL Strategy
    • Activity 3: Journal Reflection 1
    • Optional Resources
  • Section 4: Organize, Categorize and Store Information for Efficient Retrieval
    • Section Overview
    • Activity 1: Build Background Knowledge
    • Activity 2: Bookmarking or Saving Favorites
    • Activity 3: Journal Reflection 2
    • Optional Resources
  • Section 5: Apply Information to Solve a Problem or Answer a Question
    • Section Overview
    • Activity 1: Build Background Knowledge
    • Activity 2: Your Research Model
    • Activity 3: Blog
  • Section 6: Conclusion
    • Section Overview
    • Activity 1: Final Reflection on Forum

 

Expectations

You are expected to complete all module activities; participate fully in discussion forum conversations; respond in your journal and complete a final independent project. The guidelines below outline module expectations.

Discussion Forum Participation

Participants are expected to contribute at least three postings (one original and two responses) for each discussion forum. Responses will be evaluated based on demonstration of knowledge of course content and connections made among concepts in course and professional practice.

Discussion Forums include the following:

  • Section 1: Orientation Discussion
  • Section 2: Effective Search Strategies and Tools Discussion

Please refer to the rubric linked below to review forum grading guidelines.

» Discussion Forum Rubric

Learning Section Activities

Participants are expected to complete the required readings and activities as posted in each of the learning sections. One activity that will be graded is the Effective Search Strategies Chart. Rubrics are available for all graded assignments.

Reflective Journal

Participants are expected to respond thoughtfully to journal entry prompts as posting in the learning sections. Guidelines for the journal entries are available as a resource for facilitators and participants.

Please refer to the rubric linked below to review journal reflection grading guidelines.

» Journal Reflection Expectations

Blog

Participants are expected to respond thoughtfully to the blog prompt about research models.

Please refer to the rubric linked below to review the blog grading guidelines.

» Blog Rubric

Culminating Project

Participants are expected to complete a final project that demonstrates their learning about Information Access.

Participants are expected to complete a final project that demonstrates their learning about Information Access.

Please review the rubric below for project guidelines and grading criteria.

» Final Reflection Rubric

 

Grading

Grades are based on active and reflective participation, completion of activities and quality of work. See rubrics for specific guidelines for each assignment. At the successful completion of all course activities, participants who earn an 80% or above will receive a "pass" designation. Participants who learn less than 80% will receive a "fail" designation. Grades will be apportioned as follows:

Course Components

Points Per Section

Total Points

Percentage/Weight

Discussion Forum

8 per course section

16

22%

Effective Search Strategies Chart

8

8

11%

Journal Reflections

12

24

33%

Blog

12

12

17%

Final Project

12

12

17%

 

Optional Resources

Throughout the course, you will be directed to review and become familiar with a variety of web-based resources. You are encouraged to continue your learning by accessing the optional readings included in the module. A comprehensive list of these resources is included here. You may wish to bookmark websites for your reference.

Searching Tools
- WebQuest/San Diego State University » Four NETS for Better Searching
- Inbound Internet Marketing Blog » 12 Quick Tips To Search Google Like An Expert
- TeacherTube » Web Searching Strategies in Plain English

University of Wyoming Libraries » Searching, Locating

UC Berkeley » Finding information on the Internet: A Tutorial

Debbie Duay, Ph.D. » Web Search Strategies Tutorial

Journalism Resources, University of Iowa » Online Searching and Information Gathering

Ipl2 » Skills for Online Searching

From Now On: The Education Technology Journal » Managing the Poverty of Abundance

Teacher Tap » Search Strategies

21st Century Information Fluency Website:
» Who is the author?
» Evaluation Wizard Help

Penn Libraries:
» ABCs of Web Literacy

Discovery Education:
» Critical Evaluation Surveys
» Teaching Media Literacy In the Age of the Internet

November Learning:
» Teaching Zach to Think

Media Awareness Network:
» Jo Cool or Jo Fool

UC Santa Barbara Library:
» Website Examples for Evaluation

The Department of Education, Western Australia:
» Bogus Websites

All About Explorers
» AllAboutExplorers.com

 

This online course is a product of the Maryland Technology Proficiency Project, a federal Title II-D Ed Tech partnership grant, in collaboration with the Maryland State Department of Education and Maryland Public Television/Thinkport.

© 2012 MSDE. All Rights Reserved.

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