Alex Lawhon

Reflection for Standard 3.1 Efficient and ethical information-seeking behavior

Candidates identify and provide support for diverse student information needs. Candidates model multiple
strategies for students, other teachers, and administrators to locate, evaluate, and ethically use information for
specific purposes. Candidates collaborate with students, other teachers, and administrators to efficiently access,
interpret, and communicate information.
Artifact Description
ISTC 651, Unit Plan:
In ISTC 651, a series of lessons was created in order to enable students to conduct inquiry-based
research projects in collaboration between the classroom teachers and media specialist. This unit plan
incorporates many supports for diverse information needs and models different strategies for teachers and
students to be able to locate, evaluate, and ethically use the information that they are seeking. It also gives
students the opportunity to communicate the information they find in various formats.
ISTC 601, Prezi on Information Literacy:
In this Prezi research presentation created for ISTC 601, the importance of efficient and ethical
information seeking behavior is outlined. The Prezi includes data and information on the effects of teaching
and modeling information literacy for students, and it allows administrators and classroom educators to see the
potential for collaborating in the media center to provide these skills to students. It also provides strategies for
teachers to use with their students to reinforce locating and using information ethically.
Relevance
Both of these artifacts promote the use of efficient and ethical information-seeking behaviors as AASL
Standard 3.1 requires. The unit plan created for ISTC 651 provides many strategies for students to be able to
find credible information and use it appropriately for the completion of their inquiry-based research projects. In
lesson two of the unit plan, students and classroom teachers are provided with presentations and tools on
learning how to analyze the credibility of sources and the Tool for Real-time Assessment of Information
Literacy Skills (TRAILS) is used to assess how well students are able to do this.
Lessons three and four then proceed to offer them a variety of tools to be used to locate and organize the
credible information. Teachers and students are given access to eBooks, databases, print resources, and other
information sources to locate information. Modeling is done on search strategies using the Online Public Access
Catalog (OPAC) and databases, and students are also taught how to self-monitor and request help when
necessary. They are given multiple strategies for recording the information they find, such as flashcards or
different notetaking graphic organizers. Again, TRAILS is used to assess students’ abilities with these skills and
to communicate strengths and weaknesses in information-seeking behaviors to teachers and administrators.
The information literacy presentation supports AASL Standard 3.1 because it communicates the
importance of information literacy to educators and the administration at the school. The presentation provides
data on the skills and strategies that are taught by library media specialists and encourages collaboration
between the media specialist, classroom teachers, and the administration. The presentation demonstrates
strategies such as finding and using library and online resources, conducting efficient online searches, using
databases to conduct research, and how and when to cite resources. This presentation not only models and
provides data on specific literacy strategies, but also serves as a way to communicate this information to staff
and make them knowledgeable on the resources available to access in the library and via online databases from
school or home.
Analysis
These artifacts allowed me to recognize how this standard can be effective in the K-12 setting. The
inquiry-based research unit lesson plans demonstrate my ability to recognize the importance of collaboration of
the classroom teacher with the media specialist for engaging, digital-age learning experiences that teach ethical
information-seeking behavior. After working with the media specialist to complete these lessons with my own
students, it became evident that students need the most help verifying the credibility of resources and using
them ethically in their own research by citing them correctly.
In the future, incorporating a Web 2.0 tool to help with citations, such as NoodleTools, will allow
students to become more successful and will reinforce the library’s commitment to help students locate,
evaluate and ethically use information. By using a new Web 2.0 tool in these lessons, I will also be continuing
to exemplify AASL Standards 1.1 and 1.2 as I change lessons to better fit the needs of the students and
incorporate tools that help them to be successful with the integration of twenty-first century skills and learning
standards.
As I begin working with classroom educators and administrators in the role of the library media
specialist, I will continue to find and update information-seeking strategies that can then be passed on to
students via teachers. This will enhance my ability to demonstrate my role as an instructional partner as outlined
in AASL Standard 1.3 and will assist in collaborating, accessing, and communicating information with students,
teachers, and administrators.