L551 Information Inquiry for School Teachers

Fall 2002
Saturdays, 9:00 am to 12:30pm
Class meets September 7, 14, 28; October 19, 26; November 2, 9, 16, 23: December 7
3 graduate credits from the School of Library and Information Science
Indiana University
Received at Indianapolis, Bloomington, South Bend, Gary and Fort Wayne

Daniel Callison, Professor
Indiana University, Indianapolis
755 W. Michigan UL1110 IUPUI
Indianapolis, IN 46202-5195
Indianapolis office voice mail 317-278-2376
callison@iupui.edu

Students may attend class sessions at any of the following receiving locations for polycom (interactive audio and video), the Virtual Indiana Classroom (VIC):
Bloomington Education Building 1002
IPFW Fort Wayne KT G22
IUPUI Indianapolis ES2101
IUNW Gary HH338
IU South Bend NS 075b
Technical problems during class should be reported to 812-856-2020

Video Recording
Most class sessions will be recorded, but there is no guarantee that the full session or all sessions will be recorded. Access to these recordings may not be possible for two to three weeks following the class session. The recordings will be made available to any student who has a legitimate reason for missing the class session upon request directly to the instructor callison@iupui.edu. The request should include the student's current mailing address. Students are encouraged to gain class notes and handouts from a classmate in such situations.

Purpose of the Course
L551 is a three-credit graduate course that may be used to complete:

  • the required library/information skills method course for establishing a license in Indiana as Teacher of Library Media
  • an elective in either the library minor or major for those adding such to an established teaching license (L551 is required for those beginning such additional certification course work Fall 2002)
  • an elective for the MLS, MIS or IST degree with program advisor approval
  • credit to renew a teaching license in school library media or other discipline area if approved by the certification advisor
  • an elective for undergraduate teaching credentials

L551 also meets a portion of the new standards for Teachers of Library Media in Indiana as approved by the Professional Standards Board:
http://www.IN.gov/psb/future/lib_media.htm

Standard 1
The teacher of library media understands the concepts and tools of inquiry in order to teach, create, and model learning experiences that make information literacy meaningful for learners including students, pre-service teachers, parents, and administrators.

  • The teacher of library media participates on collaborative teaching teams as a peer or leader to integrate information skills, provide access to resources, and promote effective use of technology across the curriculum.
  • The teacher of library media stimulates student thought processes through the skillful use of questioning techniques and is a coach in guiding students and teachers in the selection of materials and information for reading, viewing, speaking, and presentation.
  • The teacher of library media understands the evaluation criteria for assessment of information use processes and presentation of oral and written products.

Standard 2
The teacher of library media understands how learners develop and learn and can provide appropriate learning opportunities to support the student's intellectual, social, and personal development.

  • The teacher of library media understands how learners construct knowledge through the process of resource selection and information analysis, synthesis, and communication.

Course Description
This course is an introduction to the inquiry process and the methods, techniques, and concepts that may be useful in teaching students and other teachers the skills associated with information literacy, media literacy, creative thinking, and critical thinking.

This is not a course in how to teach "use of the library" and the location skills generally associated with such training. Resources held in library collections will be useful, but more effort will be given in this class to identification of meaningful information from whatever format that is accessible. Information becomes meaningful when it serves as evidence to help describe an event, explain a phenomenon, substantiate or counter a claim or argument, suggest support or rejection for a hypothesis, or define and justify an action.

Information inquiry involves the processes of searching for information and applying information to answer questions we raise personally and questions that are addressed to us. Techniques for gaining meaningful information may involve reading, listening, viewing, observing, interviewing, surveying, testing and more. Meaningful information application comes from analysis of information need, analysis of information gained, and synthesis of information to address the need in the most efficient and effective manner possible. The interactive components of information inquiry are:

  • questioning and exploring
  • assimilation and inference
  • reflection

There are several models that illustrate different perspectives on the actions for learning and teaching effective search and use of information. The major ones will be examined in this class and students in this course will have the opportunity to build their own model.

Questions in information inquiry may range from the most basic, factual reference questions to the most complex puzzles of life for which there are no answers. Questions tend be tied to one or more of three information environments: Personal, Academic, and Workplace. This class will concentrate on those questions that are more demanding than basic facts and yet far short of life's great mysteries. Exercises in this class will deal with questions that are of personal interest and can be placed into the academic context relevant to learning standards commonly found in k-12 public education.

Information inquiry also involves the techniques for teaching information literacy skills. This may range from instruction that is very guided with specific techniques, steps and models to facilitating inquiry that is free and independent. Information inquiry involves critical thinking skills in selection and evaluation of information and resources. Information inquiry involves the use of creative thinking in the creation and presentation of information.

According to the Association of College and Research Libraries (ACRL), information literacy is a set of abilities requiring individuals to "recognize when information is needed and have the ability to locate, evaluate and use effectively the needed information." Some of the resources used in this class define media literacy as a set of abilities to deal with information that is pushed on us through popular mass communications and the ability to produce one's own communication through the use of visual and audio media. Both information literacy and media literacy for purposes of this class are sub-sets of information inquiry.

ACRL, in its statement on Information Literacy and Competency Standards for Higher Education (http://www.ala.org/acrl/ilintro.html, viewed September 4, 2002) states:

Information literacy also is increasingly important in the contemporary
environment of rapid technological change and proliferating information
resources. Because of the escalating complexity of this environment,
individuals are faced with diverse, abundant information choices in their academic studies, in the workplace, and in their personal lives. Information is available through libraries, community resources, special interest organizations, media and the Internet, and increasingly, information comes to individuals in unfiltered formats, raising questions of its authenticity, validity, and reliability.
… Information literacy forms the basis for lifelong learning. It is common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed, and assume greater control over their own learning. An information literate individual is able to:

  • determine the extent of information needed
  • access the needed information effectively and efficiently
  • evaluate information and its sources critically
  • incorporate selected information into one's knowledge base
  • use information effectively to accomplish a specific purpose
  • understand the economic, legal, and social issues surrounding the use of information
  • access and use information ethically and legally

The degree to which an individual is information literate may be relative to his or her ability level. A second grader may be information literate for her age compared to her peers but not be a sophisticated in application and understanding of information literacy skills as the college senior, or the university reference librarian or researcher. Thus, levels of proficiency will be important in defining information literacy in this class.

Information fluency is the ability to apply the skills associated with information literacy, computer literacy and critical thinking to address and solve information problems across disciplines, across academic levels, and across information format structures. According to The Associated Colleges of the South (http://www.colleges.org/~if/if_definition.html , viewed September 4, 2002), using critical thinking skills and appropriate technologies, information fluency integrates the abilities to:

  • collect the information necessary to consider a problem or issue
  • employ critical thinking skills in the evaluation and analysis of the information and its sources
  • formulate logical conclusions and present those conclusions in an appropriate and effective way

Objectives
Each student will have the opportunity to:

  • Construct a personal inquiry project in which they establish research questions, information gathering methods, document decisions on quality of information located and used, and present and evaluate their findings.
  • Explore and evaluate various information search, use and instructional models as well as various instructional concepts and teaching techniques tied to information inquiry.
  • Participate in class discussion and online communication for the purpose of sharing resources, ideas, and drawing conclusions on projects and issues.
  • Relate student learning standards from those adopted by the State of Indiana and the American Association of School Librarians (AASL) to their projects.

The instructor will:

  • Participate in the development of a personal inquiry project.
  • Convey examples of theory, techniques, and models relevant to information inquiry.
  • Judge student performance fairly in accordance with the SLIS grading policy and the expectations for the assignments outlined in this syllabus.
  • In the long term, reduce the number of times future school media specialists decline to be involved in inquiry projects related to AASL learning standards and increase the portion of time future practicing school media specialists devote to establishing instructional units in collaboration with other teachers.

Texts
The following three resources are considered "required" for this course. To demonstrate adequate knowledge for this course, the student will frequently demonstrate his or her knowledge and understanding of the content of these texts through class discussion and exercises, online discussion forums, and in the written products for the course. This includes citing or referencing the text when necessary.

AASL/AECT. Information Literacy Standards for Student Learning. Chicago: ALA. 1998. Also contained in Information Power: Building Partnerships for Learning, ALA, 1988 and a required text in L553.

Rankin, Virginia. The Thoughtful Researcher: Teaching the Research Process to Middle School Students. Englewood, CO: Libraries Unlimited. 1999.

Thomas, Nancy Pickering. Information Literacy and Information Skills Instruction: Applying Research to Practice in the School Library Media Center. Englewood, CO: Libraries Unlimited. 1999.

Supplemental Materials
These resources as well as others the student may locate and apply to the issues and concepts relevant to this class may be used to help justify excellent and outstanding performance. Citing and referencing frequently from several of these resources in class, online, and in assignments will justify a higher letter grade for the student's performance assuming intelligent and relevant use if made of the information drawn from these supplemental materials.

Journals and related websites:

School Library Media Activities Monthly. Many articles from this instructional activities publication will be helpful. Look through the issues for ideas. Check ERIC or Library Literature Index for articles by Daniel Callison (Key Words to Instruction) and by Marjorie Pappas (Inquiry and Pathways to Knowledge).

School Library Media Research. The refereed research journal of AASL, online at
http://www.ala.org/aasl/SLMR/
Articles which may be of particular use:
James O. Carey. "Library Skills, Information Skills and Information Literacy: Implications for Teaching and Learning." http://www.ala.org/aasl/SLMQ/skills.html
Also look for articles in the Information Power Resources SLMQ reprints at
http://www.ala.org/aasl/SLMR/slmr_resources/slmr_select_toc.html
Look for articles by Carol Kuhlthau, Jacqualine Mancall (Aaron and Walker), Linda Walcott, Todd Ross, Patricia Pickard, Elspeth Goodin, Eleanor Putnam, and Kathleen Craver.

Among other useful journals are BookReport and Teacher-Librarian for articles related to k-12 settings. Research Strategies has useful articles related to information literacy instruction in a college setting.

Books and related websites:

Beach and Myers. Inquiry-Based English Instruction. New York: Teachers College Press,
2001.

Buzzeo. Collaborating to Meet Standards: Teacher-Librarian Partnerships for K-6.
Linworth Press, 2002.

California School Library Association. From Library Skills to Information Literacy. Hi Willow Publishing. 1997.

Considine. Visual Messages:Integrating Imagery into Instruction - A Teacher Resource for Media and Visual Literacy. Libraries Unlimited, 1992.

Donham, Bishop, and Kuhlthau. Inquiry-Based Learning: Lessons from Library Power.
Linworth, 2001.

Eisenberg and Berkowitz. Information Problem-Solving: The Big Six Skills Approach to Library and Information Skills Instruction. Norwood, NJ: Ablex. 1990. See also the Big6 Newsletter and other resources at http://www.big6.com .

Joyce and Tallman. Making the Writing and Research Connection with the I-Search Process. New York: Neal-Schuman, 1997.

Helm and Katz. Young Investigators: the Project Approach in the Early Years. New York: Teachers College, 2001.

Kuhlthau. Teaching the Library Research Process. West Nyack, NY: Center for Applied Research in Education, 1985. Scarecrow Press, 1994.

Loertscher and Woolls. Information Literacy: a Guide for Practitioners and Researchers
Hi Willow Research and Publishing, 2002.
.
McKenzie. Beyond Technology: Questioning, Research and the Information Literate School. Bellingham, WA: FNO Press, 2000. See also http://fno.org and http://questioning.org .

Pappas and Tepe. Pathways to Knowledge and Inquiry Learning. Libraries Unlimited, 2002. See also http://www.fsc.follette.com and http://www.pathwaysmodel.com .

Ryan and Capra. Information Literacy Toolkit: Kindergarten - 6. Chicago: ALA, 2001.
Ryan and Capra. Information Literacy Toolkit: Grades 7 and Up. Chicago: ALA, 2001.

Short, Harste, and Burke. Creating Classrooms for Authors and Inquirers. Portsmouth, NH: Heinemann, 1996.

Small and Arnone. Turning Kids on to Research. Libraries Unlimited, 2000.

Turner. Helping Teachers Teach: A School Library Media Specialist's Role. Libraries Unlimited, 1993.

Tyner. Literacy in a Digital World: Teaching and Learning in the Age of Information.
Mahwah, NJ: Lawrence Erlbaum Associates, 1998.
See also websites on Media Literacy at
New Mexico Media Literacy Project http://www.nmmlp.org/
Media Literacy Clearinghouse http://www.med.sc.edu:1081/
Citizens for Media Literacy http://www.main.nc.us/cml/

Weaver. Visual Literacy: How to Read and Use Information in a Graphic Form. New York: Learning Express, 1999.

Zemelman, Daniels, and Hyde. Best Practice: New Standards for Teaching and Learning in America's Schools. Portsmouth, NH: Heinemann, 1998.

Class Schedule, Topics and Readings

September 7
Topics: Introduction to class, define terms and assignments, personal inquiry examples
Introduction to "Student Inquiry in the Research Process" developed by Leslie B. Preddy, School Library Media Specialist at Perry Meridian Middle School, Indianapolis and President-Elect of AIME.
http://ntserver1.msdpt.k12.in.us/etspages/pm/imc/Inquiry/index.htm
Reading:
Information Literacy Standards for Student Learning
Thomas. Chapter 1 From Personal Assistance to Bibliographic Instruction and Chapter 2 Library Skills in the School Media Centers
Rankin. Chapter 1 Teaching Research in the Middle School and Chapter 2 Becoming a Reflective Practitioner

September 14
Topic: Evolution of library skills instruction to information inquiry processes, Standards
Sharing of ideas for personal inquiry projects. Each student will be given the opportunity to "try out" ideas for the possible topic they will explore.
Reading:
Information Literacy Standards for Student Learning - review standards and proficiencies
Examine your choice of the Indiana Academic Standards at
http://ideanet.doe.state.in.us/standards/welcome2.html
Please take the time to read through the Correlation of the Library Information Literacy
Standards and the Indiana Academic Standards under Other Standards

September 28
Topic: Key models related to information inquiry - ISP and Big 6, The Pre-Search Process, Webbing and organizing
Reading:
Thomas. Chapter 3 Kuhlthau's Information Search Process (ISP)
Rankin. Chapter 3 Performing a PreSearch, Chapter 4 Generating Questions and Chapter 9 Notetaking

October 19
Topic: Collaboration between instructional media specialist and other teachers.
Guest speaker: Leslie Preddy
Topic: Methods for information gathering and presentation
Reading:
Rankin. Chapter 5 Planning and Chapter 6 Managing Time

October 26
Topic: Other process models for information inquiry instruction, I-Search and Pathways to Knowledge
Reading:
Thomas. Chapter 4 Process Models and Chapter 5 Diagnosing Instructional Needs

During the week of October 27 to November 1, each student may contact the instructor directly, callison@iupui.edu, to obtain feedback on the student's performance on SiteScape and class discussion.

November 2
Sharing in class of progress on personal inquiry project. 10 minutes. The oral presentation is optional, but will allow the student to validate ideas for paper due on November 5.
DUE: Postmark or send as attachment by November 5 Personal Project Exploration Plan
25 points.

November 9
Topic: Evaluating sources and information as evidence, extending the search for sources
Reading:
Thomas. Chapter 6 Current Trends in Research and Chapter 7 From Reference Skills
Rankin. Chapter 7 Searching for Information and Chapter 8 Evaluating Sources

November 16
Topic: Thinking about different information formats, expanding across the curriculum
Reading:
Rankin. Chapter 10 Reading for Information, Chapter 11 Thinking Skills, and Chapter 12 Information in Visual Formats

November 23
Topic: Final products and reflection (product and process evaluation)
Reading:
Thomas: Chapter 8 Assessment and Information Skills Instruction
Rankin: Chapter 13 Creating a Quality Product and Chapter 14 Assessing Process and Product

December 7
Each student will have 10 minutes to share aspects of his or her final plan. This brief presentation will be part of the final plan evaluation.
DUE: attachment or postmark by December 9 Personal Project Final Reflection Plan
35 points

Assignments

SiteScape and Class Discussion 40 points

September 7 to October 26 SiteScape 15 points, class discussion 5 points
October 27 to December 7 SiteScape 15 points, class discussion 5 points

Quality contributions to SiteScape and class discussion will contain at least one of the following characteristics:

  • Message is referenced specifically to the professional literature (texts, supplemental reading, additional relevant materials located by the student)
  • Message is concise and on target (100 to 150 words), but detailed enough for understanding and meaningful application to the issue addressed
  • The student raises an area of inquiry or an issue in a clear manner for further discussion or debate
  • The student recommends a resource which helps a fellow student gain more understanding on an issue or topic
  • The student summarizes information as evidence that either validates (supports) or suggests a different perspective (counters) and the information is referenced; such information may or may not agree with the poster's personal opinion
  • The student links together several postings to suggest a conclusion, a recommendation, a plan or a broader observation that what has been previously posted on the issue or topic
  • Postings are on a frequent basis across the semester so that they interact with messages from other classmates and are not bunched for delivery only at the conclusion of the mid-term or semester.

The same criteria will be applied to judging "quality" contributions to class discussions. Although a specific number count will not be kept, the instructor will use subjective judgment to determine the extent of the student's contributions to class. A maximum of five points for the first half of the semester will apply and a maximum of five points for the second half of the semester. Many class periods will begin with "So what have your read and what do you think about it?" This, among other opportunities, is a open call for class participation and for the student to determine the direction of much of the disussion.

Two discussion forums will be established on SiteScape, a web-based site that allows students to establish their own discussion topics and to link their messages to other messages posted by classmates and the instructor.

SiteScape Forum is accessed for this class with the following Internet address:
http://ssf.indiana.edu/callison
Login name: first name all lower case no spaces if a Bloomington-based student; last four digits of SSN with no spaces if a nonBloomington-based student
Password: 551
You may change your login name and password
Several Discussion Forums will appear. Spend some time with the Practice Forum if you are not acquainted with SiteScape.

L5512001 Personal Inquiry Projects is a forum from last fall. Exploring it will give you some idea of the message exchanges likely over the next 14 weeks.

Two Discussion Forums will be added by September 7:
L5512002 Personal Inquiry Projects In this forum each student may establish one or several discussion strands to describe their ideas for their inquiry projects and receive postings from classmates.
L5512002 Information Inquiry Issues In this forum each student may raise an issue pertaining to the concepts, models, terms, techniques and such touched on by the texts, supplemental readings and class discussion.

In order to gain maximum credit for participation in SiteScape, the student should average two postings per week in BOTH forums. Therefore, from September 8 to October 26, 28 "quality" postings should be made. From October 27 to December 7, 28 more "quality" postings should be made. During the week of October 27, each student may request over e-mail to the instructor, callison@iupui.edu, feedback on their performance during the first half of the semester over SiteScape and in class discussion.

Personal Inquiry Project Papers
Exploration due November 5 (attachment or postmark) for 25 points
Reflection due December 9 (attachment or postmark) for 35 points

Each student will select and construct a personal inquiry project. This project will be shared in class and over SiteScape and the student will document thoughts and plans in two written documents.

A personal inquiry project should have the following characteristics:

  • be of true interest (past or present) to the student
  • be a true challenge to the student
  • there is a reasonable need to know more about the topic - so what?
  • be of reasonable interest to most of the members of the class
  • holds potential for rich inquiry - lots of questions and accessible resources and manageable presentation in class and on paper
  • lends itself to methods for information gathering within the semester
  • is relevant to one or more of the k-12 learning standards in any of the subject areas and any grade level, and has relevance to one or more of the AASL information literacy learning standards

Assessment of the Exploration Paper 25 points
Objective: Within 8 to 12 pages, the student will document his/her initial thoughts and plans to explore potential information inquiry projects.
Papers are most likely to receive maximum credit when these characteristics are clearly present:

  • The student introduces concepts and issues that are referenced to professional literature; a standard citation format is used.
  • There is discussion of how the student has considered (accepted or rejected) various inquiry projects, and why.
  • Focus seems to be forming on one or a few inquiry projects which match the characteristics given above.
  • Potential key questions for one or more projects are given and likely methods to be used to explore those questions are discussed.
  • A model, either from the literature or of the student's creation, is described to illustrate how the student will go about completing their inquiry project.
  • Potential links to specific student learning standards are given, including information literacy standards, and there is discussion as to the merits of these standards.
  • The student speculates on what learning environment an instructional unit similar to the student's personal inquiry project ideas would be possible.

Assessment of the Reflection Paper 35 points
Objective: Within 10 to 15 pages, the student will document his/her concluding experiences on exploring a personal inquiry project and relevant applications to standards for student learning.
Papers are most likely to receive maximum credit when these characteristics are clearly present:

  • The student has made a brief and meaningful class presentation on some aspect of his/her inquiry project.
  • The student's paper includes discussion of concepts and issues referenced to the professional literature; a proper citation format is used.
  • The student has focused on a specific inquiry project and found standards and proficiencies for student learning which are relevant to that project.
  • The student illustrates application of an inquiry model from the literature or of his/her own creation to the project.
  • Based on the model, the student illustrates examples of documents, search strategies, evidence, items for presentation that pertain to the inquiry project.
  • A specific set of student learning standards and proficiencies are selected from the Indiana Standards and from the AASL Standards for Student Learning to describe an instructional unit in which students will explore a project similar to the personal inquiry project.
  • An instrument or method for evaluating student performance in the process and products from that is illustrated.
  • The student writes a reflection on what worked or did not work for this inquiry project and how they would approach a this kind of project differently or in the same manner in the future.

Grading Policy

SiteScape and Class Discussion 40 points
Exploration Paper 25 points
Reflection Paper 35 points
Total 100 points

Final grades are based on the following range within the total 100 points possible:
A 96-100; A- 90-95; B+ 86-89; B 80-85; B- 70-79; C 60-69; D 50-59; F below 50

The meaning of the letter grades follows the SLIS Grading Policy:
A: Outstanding achievement. Student performance demonstrates full command of th4e course materials and evinces a high level of originality and/or creativity that far surpasses course expectations. The grade of A+ is not granted in SLIS, except in very exceptional cases.
A-: Excellent achievement. Student performance demonstrates thorough knowledge of the course materials and exceeds course expectations by completing all requirements in a superior manner.
B+: Very good work. Student performance demonstrates above-average comprehension of the course materials and exceeds course expectations on all tasks defined in the course syllabus.
B: Good work. Student performance meets designated course expectations, demonstrates understanding of the course materials, and has performed at an acceptable level.
B-: Marginal work. Student performance demonstrates incomplete understanding of course materials.
C+, C, C-: Unsatisfactory work and inadequate understanding of course materials.
D+, D, D-: Unacceptable work; course work completed at this level will not count toward the MLS degree.
F: Failing. May result in an overall grade point average below 3.0 and possible removal from the program.