Information+and+technology+literacy+matrix

**[|Task Definition]** || [|1.1.3] [|1.2.1] || [|3a 4a 4b] || [|Concept Mapping][|Graphic Organizers] || [|Ask Essential Questions] || **[|Information Seeking]** [|1.1.5] || [|3c] || [|Subject Directories] [|Evaluating Web Sites] || [|Web Site Evaluation] || **[|Location and Access]** || [|1.1.8] [|1.3.2] || [|3b] || [|Keyword Searching] [|Search Strategies] || [|Advanced Search Strategies] || **[|Use of Information]** || [|1.1.7] [|2.1.1] [|1.3.3] || <span style="font-family: Arial,Helvetica,sans-serif;">[|4c 5a] || <span style="font-family: Arial,Helvetica,sans-serif;">[|Extract Information] [|Analyze Sources] [|Bibliographic Citations] || <span style="font-family: Arial,Helvetica,sans-serif;">[|Identify Point of View] || <span style="font-family: Arial,Helvetica,sans-serif;">**[|Synthesis]** || <span style="font-family: Arial,Helvetica,sans-serif;">[|2.1.4] [|3.1.4] || <span style="font-family: Arial,Helvetica,sans-serif;">[|2a 2b] || <span style="font-family: Arial,Helvetica,sans-serif;">[|Critical Thinking] [|Appropriate Product] || <span style="font-family: Arial,Helvetica,sans-serif;">[|Classroom Applications] || <span style="font-family: Arial,Helvetica,sans-serif;">**[|Evaluation]** || <span style="font-family: Arial,Helvetica,sans-serif;">[|3.4.1] [|3.4.2] || <span style="font-family: Arial,Helvetica,sans-serif;">[|1a 5b] || <span style="font-family: Arial,Helvetica,sans-serif;">[|Assessment Rubrics] || <span style="font-family: Arial,Helvetica,sans-serif;">[|RubiStar] ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">[[image:http://www.janetsinfo.com/big6logo.jpg width="96" height="74" align="center"]]
 * Skill** || <span style="font-family: Arial,Helvetica,sans-serif;">**AASL**
 * Standards** || <span style="font-family: Arial,Helvetica,sans-serif;">**NETS** || <span style="font-family: Arial,Helvetica,sans-serif;">**Basic**
 * Activities** || <span style="font-family: Arial,Helvetica,sans-serif;">**Advanced**
 * Activities** ||
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">1 ==
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">2 ==
 * [|Strategies]** || <span style="font-family: Arial,Helvetica,sans-serif;">[|1.1.4]
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">3 ==
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">4 ==
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">5 ==
 * ==<span style="font-family: Arial,Helvetica,sans-serif;">6 ==

<span style="font-family: Arial,Helvetica,sans-serif;"> 1 Task Definition
<span style="font-family: Arial,Helvetica,sans-serif;">1.1 Define the information problem. 1.2 Identify information needed in order to complete the task (to solve the information problem). <span style="font-family: Arial,Helvetica,sans-serif;">1.1.3 Develop and refine a range of questions to frame the search for new understanding. <span style="font-family: Arial,Helvetica,sans-serif;">1.2.1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. || <span style="font-family: Arial,Helvetica,sans-serif;"> || 3a plan strategies to guide inquiry 4a identify and define authentic problems and significant questions for investigation 4b plan and manage activities to develop a solution or complete a project ||^  || <span style="font-family: Arial,Helvetica,sans-serif;">**Basic Activities**: //concept mapping// Students often need guidance to refine their inquiry in terms appropriate to the assignment. They may try to tackle a subject that is too broad or too narrow. See "[|Visual Thinking and Learning]" for techniques to help students organize their thinking process. [|Concept maps] are a useful visual tool to establish hierarchical relationships.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**AASL Standards**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**National Educational Technology Standards**

**Basic Activities**: //graphic organizers// There are many other [|graphic organizers] that will help students [|visualize their thinking] and brainstorming process. Consider using [|Inspiration®] software to facilitate the visualization of ideas. Big6 icons are now a symbol library in Inspiration version 7! <span style="font-family: Arial,Helvetica,sans-serif;">Here's an interactive example of using a graphic organizer to enhance vocabulary and understanding of the relationship between words and their synonyms: [|The Visual Thesaurus].

**Advanced Activities**: //ask essential questions// [|Ask essential questions] to "promote deep and enduring understanding." <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;"> 2. Information Seeking Strategies
<span style="font-family: Arial,Helvetica,sans-serif;">2.1 Determine the range of possible sources (brainstorm). 2.2 Evaluate the different possible sources to determine priorities (select the best sources). 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. || <span style="font-family: Arial,Helvetica,sans-serif;"> || 3c evaluate and select information sources and digital tools based on the appropriateness for specific tasks. ||^  || <span style="font-family: Arial,Helvetica,sans-serif;">**Basic Activities**: //subject directories// [|Kathy Schrock's Guide for Educators] focuses on web sites useful in K-12 schools. The [|Internet Public Library] has merged with Librarians' Internet Index. [|KidsClick!] web search for kids by librarians. Multnomah County Library [|Homework Center] <span style="font-family: Arial,Helvetica,sans-serif;"> Use [|Google]'s directory rather than its search engine. Direct students to start with "Kids and Teens." || <span style="font-family: Arial,Helvetica,sans-serif;">[|Compare] the results from trying the //same// search in a variety of subject directories. <span style="font-family: Arial,Helvetica,sans-serif;"> **Basic Activities**: //evaluating web sites// Because anyone can publish on the world wide web, it is critically important that students learn to ** evaluate ** web sites for authority, accuracy, relevance, currency, and objectivity. Use [|How to Recognize an Informational Web Page] to guide your evaluation. <span style="font-family: Arial,Helvetica,sans-serif;">Consider the [|suggestions for successful Internet assignments] at the New Mexico State University Library. <span style="font-family: Arial,Helvetica,sans-serif;">**Advanced Activities**: //web site evaluation// Experience the [|interactive exercise] evaluating web pages at the U.C. Berkeley Library. <span style="font-family: Arial,Helvetica,sans-serif;"> Use the exercises at [|ICYouSee: T is for Thinking] with students. <span style="font-family: Arial,Helvetica,sans-serif;">See Kathy Schrock's presentation at NECC'99 ([|ABC's of Web Site Evaluation]) for a detailed summary of factors to consider. Use her [|5W's of Web Site Evaluation] with students.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**AASL Standards**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**National Educational Technology Standards**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Students (and even adults) are often frustrated when a search engine retrieves overwhelming amounts of irrelevant information. Encourage new users to use a ** subject directory ** of evaluated resources which organizes information hierarchically. Some good starting points for educators and students are:

<span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;"> 3. Location and Access
<span style="font-family: Arial,Helvetica,sans-serif;">3.1 Locate sources (intellectually and physically). 3.2 Find information within sources. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.3.2 Seek divergent perspectives during information gathering and assessment. || <span style="font-family: Arial,Helvetica,sans-serif;"> || 3b locate, evaluate, synthesize, and ethically use information from a variety of sources and media. ||^  || <span style="font-family: Arial,Helvetica,sans-serif;">**Basic Activities**: //keyword searching// [|KidsClick!] web search for kids by librarians. || <span style="font-family: Arial,Helvetica,sans-serif;"> **Basic Activities**: //search strategies// The [|OSLIS Elementary] Page introduces web research skills to younger students. Use [|NoodleTools] with older students to explore search engine strategies, citation formats. <span style="font-family: Arial,Helvetica,sans-serif;">**Advanced Activities**: //advanced search strategies// Try your earlier search in a metasearch engine (one which searches using the results from several other search engines, e.g. [|Dogpile] or [|Yippy]); evaluate the results. Explore advanced features of search engines by reading their help screens or tips for searching. Use Alta Vista's [|Advanced Search] or Google's [|Advanced Search] to find information on very specific topics. Use [|Finding Information on the Internet: A TUTORIAL] from UC Berkeley or [|Finding It Online: Web Search Strategies] for more guidance on effective searching. <span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;">**AASL Standards**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**National Educational Technology Standards**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Help students improve their ** keyword searching ** skills by using a simple [|exercise] that compares the results of a search using several search engines. <span style="font-family: Arial,Helvetica,sans-serif;">Introduce younger students to search engines designed especially for them:  <span style="font-family: Arial,Helvetica,sans-serif;">

<span style="font-family: Arial,Helvetica,sans-serif;"> 4. Use of Information
<span style="font-family: Arial,Helvetica,sans-serif;">4.1 Engage (e.g. read, hear, view, touch) the information in a source. 4.2 Extract relevant information from a source. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 2.1.1 Apply critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge. 1.3.3 Follow ethical and legal guidelines in gathering and using information. || <span style="font-family: Arial,Helvetica,sans-serif;"> || 4c collect and analyze data to identify solutions and/or make informed decisions. 5a advocate and practice safe, legal, and responsible use of information and technology. ||^  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**AASL Standards**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**National Educational Technology Standards**

"[|Reading for Information**:** The Trash'n'Treasure Method of Teaching Notetaking]" in the //Big6 eNewsletter.// Teach students to distinguish between [|summarizing, paraphrasing and quoting].
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Basic Activities**: //extract information from a source//

Analyze sources of information by evaluating [|traditional periodicals]. Analyze the use of statistics in "[|The Dangers of Bread]." What is the relationship between the statistics and the author's conclusions? (See especially #12.) || <span style="font-family: Arial,Helvetica,sans-serif;">**Basic Activities:** //bibliographic citations// Make sure students understand correct bibliographical format. It is as important to correctly cite Internet sources as traditional print sources. OWL ([|Online Writing Lab]) at Purdue University provides current updates to [|APA] (American Psychological Association) and [|MLA] (Modern Language Association) Style with detailed examples. Students like to use an interactive web tool: the [|Citation Machine] or [|Citation Maker].
 * Basic Activities**: //accuracy, relevance and comprehensiveness//

Compare two web sites about scientific research: [|JunkScience]: "all the junk that's fit to debunk" Commentary on "JunkScience" from [|SourceWatch]: a project of the Center for Media and Democracy. Both of these sites feature strongly worded opinions; what do you think? <span style="font-family: Arial,Helvetica,sans-serif;">
 * Advanced Activities**: //identify point of view//

<span style="font-family: Arial,Helvetica,sans-serif;"> 5. Synthesis
<span style="font-family: Arial,Helvetica,sans-serif;">5.1 Organize information from multiple sources 5.2 Present the information

2.1.4 Use technology and other information tools to analyze and organize information. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. || <span style="font-family: Arial,Helvetica,sans-serif;"> || 2a interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. 2b communicate information and ideas effectively to multiple audiences using a variety of media and formats. <span style="font-family: Arial,Helvetica,sans-serif;"> ||^  ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">**AASL Standards**
 * <span style="font-family: Arial,Helvetica,sans-serif;">**National Educational Technology Standards**

Encourage the development of critical thinking skills in your Internet research projects. In addition to evaluating web resources, students should be engaged in evaluating their own thinking process and applying the information they gather to authentic challenging tasks. <span style="font-family: Arial,Helvetica,sans-serif;"> [|Strategy List: 35 Dimensions of Critical Thought] || <span style="font-family: Arial,Helvetica,sans-serif;">**Basic Activities**: //appropriate product// Student presentations should be appropriate to their topics and their audiences. What will be the most effective format to demonstrate what they have learned? Examine Doug Johnson's "[|Plagiarism-proofing assignments]" for ideas. <span style="font-family: Arial,Helvetica,sans-serif;">Look at NASA's [|Classroom of the Future Modules] for examples of problem-based learning. Adapt [|Project Based Learning] checklists to guide your students. <span style="font-family: Arial,Helvetica,sans-serif;">Well-designed [|Web Quests] encourage collaborative learning, the thoughtful analysis of Web resources, and the creation of original products. Use Tom March's collection of "[|Best WebQuests]" to find quality examples. <span style="font-family: Arial,Helvetica,sans-serif;">**Advanced Activities**: //classroom applications// Scroll down to [|K-12 Strategies & Samples] from the Center for Critical Thinking. <span style="font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">**Basic Activities**: //critical thinking//

<span style="font-family: Arial,Helvetica,sans-serif;"> 6. Evaluation
<span style="font-family: Arial,Helvetica,sans-serif;">6.1 Judge the product (effectiveness) 6.2 Judge the information problem-solving process (efficiency). <span style="font-family: Arial,Helvetica,sans-serif;">3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. <span style="font-family: Arial,Helvetica,sans-serif;">3.4.2 Assess the quality and effectiveness of the learning product. <span style="font-family: Arial,Helvetica,sans-serif;">**National Educational Technology Standards** 1a apply existing knowledge to generate new ideas, products, or processes. 5b exhibit a positive attitude toward using technology that supports collaboration, learning and productivity. || <span style="font-family: Arial,Helvetica,sans-serif;"> || <span style="font-family: Arial,Helvetica,sans-serif;">**Basic Activity**: //assessment rubrics// Select from Kathy Schrock's collection of [|Assessment Rubrics] to evaluate student projects, including web pages, research papers, multimedia and group presentations. See also MidLink Magazine's [|Rubrics and Evaluation Resources]. <span style="font-family: Arial,Helvetica,sans-serif;">**Advanced Activity**: Use [|RubiStar] to customize your rubric from a template. <span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-family: Arial,Helvetica,sans-serif;"> [| Big6 Kids Website] is a great resource for elementary and middle grades.
 * <span style="font-family: Arial,Helvetica,sans-serif;">**AASL Standards**

For a more detailed explication of Big6 Skills and their application to technology, read "[|Learning and Teaching Information Technology: Computer Skills in Context]" by Mike Eisenberg and Doug Johnson (updated September 2002). For m <span style="font-family: Arial,Helvetica,sans-serif;">ore links see "[|Online Resources to Support Big6 Information Skills.]" <span style="font-family: Arial,Helvetica,sans-serif;">//[|Big6 Matrix: Use the Internet with Big6 Skills to Achieve Standards] designed by [|Janet Murray], May, 1999. Published in the __Big6 eNewsletter__, Winter, 2000, and __Book Report__, November/December, 2000. Presented at the Big6 Conference, August, 2001.// <span style="font-family: Arial,Helvetica,sans-serif;">//Incorporated ISTE NETS and// //updated January, 2002. Presented at NECC2002. Published in __Big6 eNewsletter__, Spring 2002, __Book Report__, September/October 2002, and __TechTrends__, January/February 2003. Incorporated new NETS standards August, 2007; incorporated new AASL Standards, November, 2007. //See also "[|New ICT Literacy Standards: How does the Big6 apply?]" Last updated August, 2010.//// <span style="font-family: Arial,Helvetica,sans-serif;">[|//Achieving Educational Standards Using the Big6//] Linworth Publications. 2008. <span style="font-family: Arial,Helvetica,sans-serif;">//"Big6" is trademarked by Michael B. Eisenberg and Robert E. Berkowitz, © 1987.// //"Standards for the 21st-Century Learner" are © 2007, American Library Association.// //"National Educational Technology Standards for Students, Second Edition" are © 2007, International Society for Technology in Education (ISTE).//