Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information. Students:

• plan strategies to guide inquiry.
• locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
• evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
• process data and report results.

Scenarios

Select Edit This Page to comment on the following scenario and its representation of the standard that refers to Research and Information Fluency. How would you modify the scenario to better represent this standard? Feel free to add additional scenarios which illustrate this standard.

Scenario A: Submitted by Kendra Grant
In this lesson students learned about the characteristics of animals. We used Kidspiration software to complete all activities. I modeled all activities for the students including collecting information in simple webs (jot notes), exploring the structure and text features of non-fiction books, creating simple sentences with a main idea and detail and creating a non-fiction page of information about an animal complete with a labeled diagram. First the students located information about their animals using books, videos and the internet. For some students we provided the information and they used Kidspiration's "Listen" feature to gather information. We gave other students a completed web and they added symbols/pictures to make meaning. The remaining students recorded their information in the web independently. Students then went to the written outline and completed their sentences. Some students recorded their ideas using Kidspiration’s Record feature. Some students finished sentences typed into the outline by the teacher. The remaining students completed the sentences independently. Next, students created a "page" for a non-fiction animal book using the features of text as a guide. This included creating a labeled diagram of their animal, saving it as a symbol in Kidspiration and pasting it into the page. The student's work was printed and a class book was created. Please email me for the actual templates included in the lesson – it adds a great deal to the description. Thank you for considering this lesson.

What strategies are you using in the classroom to guide student inquiry and facilitate the use of information?

In a psychology class one of our teachers re-focused student research papers to include collaborative documents so their research results are shared. Students also contribute validated research results by editing and contributing to Wikipedia.

We start the year using lesson in CyberSmart.org and then constantly circle back around to that foundation.
This month we're doing report of information. They go online to research a self-chosen topic and do writing in the writer's workshop. For example, report of information -- students brainstorm about what they can write about. We give them the website they're gleaning the information from on an index card.

I teach 4th grade in a rural school system. Many of my students come to me without having done any formal Internet research. So at the beginning of the year, we discuss how to locate credible online sources. I show a PowerPoint about using search engines and keywords; the difference in .com's, .org's, .gov's, .edu's, and .net's; and how to cite Internet sources properly. This general information is essential in helping students gather, evaluate, and use information as they do research in my class and in their future professional lives.

I teach fifth grade and I provide a basic lesson on the computer. Many of the students have computers but have not had formal training on keyboards, Microsoft Word, Power Points, Google, etc. Our students are taught at an early age to use the school safety net Portaportal where Internet access is secure. We talk about what Internet safety means that is age appropriate. The students' learn from the beginning of the class to the computer can we used for more than WebKinz or Poptropica, etc. After introducing the basic lesson, I make different assignments using what they have learned. This is a whole class experience, but then each student is assigned individual research projects and presentations.I was excited to see how far my some of the student went with technology.

I teach ninth grade English in a rural school. Needless to say, we do not possess many of the technological tools which some other schools have. One of the better things that I have realized, however, is that by the time they get to my class, most are computer literate. As a class assignment concerning the use of technology and information accessability, they were instructed to read The Autobiography of Miss Jane Pittman, which concerns the Civil Rights movement from the Civil war to the Vietnam war. They were instructed to go online, either at home or at school, and use a minimum of three search engines for information on an African-American of their choice who made great contributions to society and the Civil Rights movement or individual successes. They were also instructed to find movies, video clips, texts, archival footage, manuscripts, photographs and anything else which would give a clear and concise picture of this person and their contribution (s). After all information was assimilated, they were instructed to place it in a neat, well formatted PowerPoint presentation to the class. I was modestly surprised when most of them did not use the "obvious" choices (Martin Luther King, Malcolm X, etc.) in favor of other, less discussed individuals. One student used as her example the first female African-American millionaire (which occurred in the early 1900's), who made her fortune by inventing a hair straightener which was used by Whites as well as African-Americans. They found as they were doing their "treasure hunt" resources that there were many people that they did not realize had made various contributions. Had it not been for the various technologies available they would not have had this opportunity.

As students are using digital tools, what other standards are reflected in student work?

As students engage in research using technology and digital resources all ISTE Educational Technology Standards for Students are reflected. Creativity and Innovation is demonstrated by a students finished product which is an entirely original work they have produced with the help of technology resources. At times, students must Communicate and Collaborate with authors, publishers, research specialists in order to access needed information. While conducting their research and compiling their work students use Critical Thinking, Problem Solving, and Decision Making skills to determine what information is reliable, as well as determine if it is appropriate to use for their research needs. Throughout the course of their work, students will look at many documents and other types of information created by others. During that time they will determine whether or not Digital Citizenship was demonstrated and they themselves will be in a position to display Digital Citizenship as they conduct their research and produce their own work. Students will also apply Technology Operations and Concepts to their research, as they will have to use various programs and operating systems in order to acquire needed information in an effective manner. Overall, when students engage in technology use they are not just honing their computer and digital skills, but also learning and demonstrating many other skills, processes, and strategies that prepare for a life where they can think critically, analyze data, and effectively function in a world that is heavily dependent on technology.