LOCATION AND ACCESS

3.1 Locate sources.

3.2 Find information within sources.

DEFINED

Plan a schoolwide focus on Location and Access for the month of December. National content standards documents emphasize the importance of locating and accessing information from a variety of sources. Mike Eisenberg describes Big6 stages 2 and 3 as the “search” steps. I tell students that “research” literally means “to search and search again.”

In the example below (listing standards related to Big6 Location and Access #3.1), notice the references to a process as well as the specific language related to Location and Access. The Big6 is an information problem solving process.

Examine your state's content standards to find standards related to Location and Access. Refer to www.educationworld.com/standards/state/index.shtml and/or corestandards.org. Use the worksheet below.

Then identify essential, “power” information literacy goals and learning objectives for all students in your school. Grade level objectives related to locating sources and finding information within sources might expect students to learn to use the library catalog, table of contents, indexes, and guide words in books. To locate information on the web requires students to use search engines, search strategies (tools and techniques), and subject directories. Remind students that their goal is to find the best sources, those which are relevant, appropriate, authoritative, current, and objective.

PREDICTABLE

Subject directories are useful because they annotate websites that have been evaluated and organize them hierarchically by topic. KidsClick! “is a web search site designed for kids by librarians-with kid-friendly results.” It is especially useful for younger students because it indicates the reading levels of the sites retrieved. The Internet Public Library's “For Kids” page includes a section of resources for parents and teachers. Both of these sites also have search boxes, encouraging students to develop appropriate keywords.

The Multnomah County Library Homework Center includes links to “trusted online resources” (alternatives to Wikipedia) as well as a subject directory of websites. Kathy Schrock's “Guide for Educators” focuses on recommended websites for use in K-12 schools. (See “Useful Sites: Subject Directories” at the end of this article.)

One way to introduce students to subject directories is to have them compare the results of the same search in several different directories. Point out that searching for “bears” by starting with the category “animals” eliminates extraneous sites like those pertaining to the Chicago Bears. Direct students to point and click on successive categories rather than type in the search box, and to record their exploratory path (janetsinto.com/subjwkmid.htmI).

Other valuable search tools and techniques to incorporate in your information literacy grade level objectives include databases and digital indexes, Boolean limiters, and advanced search strategies. Direct students to compare the results of the same search in several different search engines; then ask them to analyze which search engine gave them the best results (janetsinfo.com/srchwklhtml).

MEASURED

Compile the results from the comparison of search engines. Can the class decide which search engine retrieved the most useful and appropriate sites?

TRAILS (Tools for Real Time Assessment of Information Literacy Skills), developed by Kent State University Libraries, “is a knowledge assessment with multiple-choice questions targeting a variety of information literacy skills based on third, sixth, ninth, and twelfth grade standards.” Of the five information categories, “Develop, Use, and Revise Search Strategies” is the most relevant to Big6 #3: Location and Access. There are two versions of general assessments: the first targets basic understanding of information literacy vocabulary; the second measures how well students apply the concepts. The site is free but reguires you to register.

Reports supply class snapshots or individual results. You might use TRAILS for pre- and post-testing, or preceding a curriculum design meeting to identify areas that could be emphasized in instructional units. There are lesson plans posted in an associated wiki.

REPORTED

Finally, plan how you will report on your information literacy instructional achievements. Advise the administration and faculty of the results of TRAILS pre- and post-testing. Send a newsletter to parents to introduce them to the value of subject directories, and summarize the search tools and techniques you have been teaching students. Supply them with fodder for the dinner table: encourage parents to ask specific questions about the information literacy skills students are learning.

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: See conta.cc/B6BM22, e-mail info@big6.com, or call Sue Wurster at 315-450-6406 to participate in Big6 by the Month webinars.

Useful Sites: STANDARDS AND ASSESSMENT

Common Core State Standards Initiative: corestandards.org

Education World State Standards: www.educationworld.com/standards/state/index.shtml

TRAILS: Tools for Real-Time Assessment of Information Literacy Skills: www.trails-9.org

Useful Sites: SUBJECT DIRECTORIES

KidsClick!: www.kidsclick.org

Internet Public Library for Kids: www.ipl.org/div/kidspace

Multnomah County Library Homework Center: www.multcolib.org/homework

Kathy Schrock's “Guide for Educators”: schooLdiscoveryeducation.com/ schrockguide

Compare search results from different subject directories, by Janet Murray: janetsinfo.com/subjwkmid.html

Compare search results from different search engines, by Janet Murray: janetsinfo.com/srchwk1.html