Implement Comprehensive Information Literacy: Task Definition
Article
TASK DEFINITION
1.1 Define the information problem.
1.2 Identify information needed.
DEFINED
Big6 Associates and Library Media Connection are pleased to present this series of Big6 by the Month issues. Library Media Connection readers can earn continuing education units by completing defined, predictable, measured, and reported activities related to each of the Big6 skills. Big6 by the Month also offers monthly webinars concentrating on this new approach, summarized in the May/June issue, http://www.librarymediaconnection.com/pdf/lmc/reviews_and_articles/featured_articles/Eisenberg_May_June2011.pdf
First, plan a schoolwide focus on Task Definition for the month of October. Do students clearly understand their assignments? What information will they need in order to be successful? All research begins with a question; ultimately, our goal is to teach students to define their own tasks by asking good guestions!
Curriculum and national information literacy and technology standards documents contain frequent references to an inquiry process and emphasize asking questions.
Examine your state’s content standards to find standards related to task definition. Then identify essential, “power” information literacy goals and learning objectives for all students in your school. Here is one example of an information literacy grade level objective that pertains to Big6 Task Definition #1.1:
| Cross Grade Level Objective | DEFINE THE PROBLEM. (BIG6 1.1) |
| Grade 1 | Listen and retell the problem or task. |
| Grade 4 | Restate the problem or task in one’s own words. |
| Grade 8 | Formulate steps needed to solve the problem or task. |
| Grade 12 | Develop and refine a range of questions. |
| Montana Office of Public Instruction, “Essential Learning Expectations for Information Literacy.” | |
Other grade level objectives related to Task Definition might expect a student to identify keywords, select a topic, plan strategies to solve the problem, and identify the types and amount of information needed.
PREDICTABLE
For each month of the Big6 by the Month program, there is an instructional focus for schoolwide information literacy learning. October’s focus is on Task Definition.
Plan and implement a consistent, intentional program that reaches every student. Teacher-librarians who usually deliver all the information literacy lessons in their schools may wonder how they could possibly reach all of their students. Mike Eisenberg distinguishes between “delivery-centered” instruction and “management-centered” instruction. The management-centered approach gives them a new method to achieve comprehensive information literacy instruction.
| Role | Delivery-Centered | Management-Centered |
| Teacher-Librarian Technology Teacher | • Teach lessons/mini-lessons to students. • Coordinate instruction with classroom assignments (and curriculum). • Assess student performance. • Report instruction and learning. | • Plan and manage instruction. • Provide lessons/mini-lessons to classroom teachers. • Coordinate assessment and reporting with classroom teachers. • Coach and advise classroom teachers. • Document and report instruction and learning. |
| Peer Coach | • Coach and advise all teachers on Big6 instruction and assessment. • Provide lessons/mini-lessons and assessment strategies. • Advise and coach on reporting. | |
| Classroom Teacher | • Identify relevant content curriculum and assignments. • Teach lessons/mini-lessons to students. • Assess student performance. • Report student learning. | • Plan and manage learning for students. • Coordinate instruction with teacher-librarian, technology teacher, or others. • Determine and implement assessment and reporting approaches. |
| Mike Eisenberg, Big6 by the Month (2011). The Big6 is© Michael B. Eisenberg and Robert E. Berkowitz. Big6 Associates, LLC. www.big6.com | ||
MEASURED
Assessment is essential in order for classroom teachers and the school to know whether the information literacy program is successfully meeting its goals and objectives, and in order to make adjustments and plan for the future. Students need to know whether or not they have achieved the desired information literacy goals and objectives. It is critically important to design assessment instruments that collect evidence to which we can apply specific criteria.
In this sample lesson designed by Laura Robinson, the teacher elicits discussion to fill out a KWL (Know, Want to Know, Learn) worksheet, and the criterion she applies is how easily the students complete the “W” part:
TASK DEFINITION 1.1 DEFINE THE PROBLEM.
| Grade Level: Second | |
| Subject Area:Science | Lesson Focus: Weather (Cloud Types) |
| Grade Level Objective: Listen and retell the problem or task. | Content Standard: Students, through the inquiry process, demonstrate the ability to design ... scientific investigations. |
Learning Activity:Student(s) will create an illustration including labeled pictures of at least three different cloud types and one fact about each cloud type.
| |
| Assessment Evidence: Responses of the whole class on the KWL chart | Assessment Criteria: How easily students complete the “W” part of the chart |
| Laura Robinson, Big6 by the Month: Task Definition (2010). The Big6 is © Michael B. Eisenberg and Robert E, Berkowitz. Big6 Associates, LLC. www.big6.com | |
SAMPLE WORKSHEET
Use the template below to create a lesson plan. Be sure to specify the evidence you will collect and the assessment criteria you will apply.
TASK DEFINITION 1.1 DEFINE THE PROBLEM.
Grade Level:
| |
Subject Area:
| Lesson Focus:
|
Grade Level Objective:
| Content Standard:
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Learning Activity:
| |
Assessment Evidence:
| Assessment Criteria:
|
REPORTED
Lastly, the information literacy program must develop and deliver two types of formal reporting mechanisms: (a) to the students themselves as well as parents, teachers, or appropriate others, and (b) to the faculty, administration, and school board about the nature, scope, and effectiveness of the information literacy program. Reporting methods will vary depending on the audience. Some schools’ report cards include a line for library skills (and other special subjects, such as physical education and music) to indicate that it is “taught, not graded.” Then the specialist can attach a report on the activities and skills for each grade level to inform parents. Issuing a monthly or quarterly report to parents, administrators, and other teachers would be informative whether or not it is attached to the report card.
ONLINE RESOURCES
USEFUL SITES: BIG6
Big6 Associates: www.big6.com
Big6 by the Month Google Site:sites.google.com/site/big6xthemonth/home
Big6 by the Month Webinar Series Guide Page:
See www.big6.com/2010/10/15/big6-by-the-month-central/, e-mail info@big6.com, or call Sue Wurster, 315-450-6406 to participate in Big6 by the Month webinars.
USEFUL SITES: STANDARDS
Common Core State Standards Initiative:corestandards.org
Education World State Standards:www.educationworld.com/standards/state/index.shtml
AASL Standards for the 21st-century Learner:www.ala.org/aasl/standards
ISTE National Educational Technology Standards (NETS) for Students:www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
Montana K-12 Content Standards Frameworks:www.opi.mt.gov/Curriculum/lndex.html?gpm=l_7#gpm1_8
Essential Learning Expectations for Information Literacy (Montana):www.opi.mt.gov/pdf/Standards/10FebELE_LibMedia.xls
Janet Murray
MLA Citation
Murray, Janet. "Implement Comprehensive Information Literacy: Task Definition." Library Media Connection, 30, no. 1, August 2011. School Library Connection, schoollibraryconnection.com/Content/Article/1979513.
https://schoollibraryconnection.com/Content/Article/1979513?topicCenterId=2247902
Entry ID: 1979513