Subject Area:

LIBRARY MEDIA CENTER

Grade:

9-12

School:

TENAFLY HIGH SCHOOL

Creator:

David Di Gregorio

Master Unit Name:   Using the library media center to research a subject and present it.

Metaphysical Statement / Question:
1. How can I effectively make unknown information known and “a new part of me” about an interest or subject? (Impression)
2. How can I effectively present this new information that has mixed with my own thoughts? (Expression)

Content As a result of this learning segment, students will know

1.        how to obtain an overview of a subject or interest

2.        how to locate print resources in the high school library

3.        how to locate print resources in other libraries

4.        how to use non print (electronic) resources

5.        how to interview

6.        how to evaluate the type and the quality of the resources

7.        how to organize sources

8.        how to integrate sources

9.        how to present findings in writing

10.     how to credit the source with pleasure and ease

11.     how to present findings orally

12.     how to present findings using visual aids

13.     how to present findings electronically

Abilities As a result of this learning segment, students will be able to…

1.        Locate and use general secondary sources such as encyclopedias, biographies, etc.

2.        Use of the OPAC and knowledge of the structure of the Dewey Decimal system

3.        Use of library cooperative catalogs located on the web

4.        Become familiar with the subscription databases available through the web

5.        request an interview / develop a list of questions / use this in their writing

6.        know the difference between a primary and secondary source, look at the publisher and establish the purpose of the writing, distinguish between peer reviewed articles, magazine articles, and information just published on the Internet – the value and pitfalls of each

7.        keep sources organized through a pre-established system, or a system that is individually developed

8.        read only information pertinent to the challenge at hand – use a highlighter

9.        Writing with meaning and substance and using words with economy and clarity – cross out anything unnecessary

10.     become familiar with the various styles of crediting the source without having it constrict your writing – crediting the sources will add to a paper and be a health indication of my thoughts and the thoughts of others mixing together

11.     develop ways to convey information to a group that is both comfortable and informative and fun and free – and they need not pay any mind to eye contact and other such artificially  prescribed formulas –

12.     use still pictures, objects, sounds, and electronic visuals to enhance their presenting

13.     use video, PowerPoint, web authoring, audio recordings, streaming technologies for video and audio

Assessments

The final assessment will obviously be the final product that is produced by the student, whatever that may be.  The bottom line assessment is a judgment of the depth of impression left with the student as he/she accumulates new knowledge independently about a topic.  There are many factors that can influence and govern this – one question is how much does the student want to be impressed?   That is a question that affects us all.  The mechanics of the information gathering process are fueled by the desire to know more. Students may need support in this area and should be guided to a subject in which information is readily available.

If the student is rightly impressed, there most probably would be a more successful expression of ideas – unless, of course there was a hold up of some kind at this point. 

Careful observation of the student throughout the process with reinforcement of mechanics and strategies can set the student up for a successful outcome. 

There is no one formula for assessment – just because a student has excellent eye contact with the audience during an oral presentation means very little.  A sloppy paper might have some wonderful insight.  Any a seemingly well constructed paper might easily be a verbose tome.  Probably most products have their good and their not so good, and should be judged just that way, with the hopes that the student will see something and improve the next time.