Lee,+Marcia

M Lee 921 Final Project I. Instructors A. M Lee, LMS B. Language Arts instructors; Sean, Ellen, Esther II. Audience  A.  Homer High School Homer, Alaska  B.  Sophomore Language Arts class  C.  STR 25:1 class size III. Unit NIGHT by Wiesel and Worldwide humanitarian efforts A. Topic: NIGHT by Elie Wiesel. Students will read NIGHT to meet state literary requirements and standards After reading the above book, students will research to create a tri-fold pamphlet about a non- profit worldwide humanitarian agency. The goal is to read about human atrocities and create posts and reflections about humanity. In contrast, students will then research and share worldwide humanitarian efforts to halt human atrocities. B Timeline 1. Day 1: Sean will introduce the literary work, NIGHT by Elie Wiesel Students will begin a KWHL worksheet which is posted on the classroom blog. Sean will assign reading in the NIGHT p. 3-48 2. Day 2 Students will make additions to a teacher created blog about German concentration camps during World War II. Students will seek out Internet sources of artwork using Flick’r created by Jewish captives of concentration camps and create a three day in the life of a prisoner journal entry about the setting of the art and the “story behind the picture.” (Pictures will be linked to the class blog giving correct AMA citation). The final document will be in a power point presentation 3. Day 3 Students will locate and listen to podcasts from Jewish captives of German Concentration Camps during WWII. Read remainder of NIGHT by Wiesel and post to the classroom blog reader responses. Students will respond to at least 2 other classmates above their post about their interpretations of NIGHT 2. Day 4: Library day. LMS will instruct students in using print and electronic library resources in order to search Humanitarian groups. Students will begin work on Big6 worksheet (Differentiated Instruction) to organize and complete research for this project. Time for students to ask clarifying questions before and during research 3. Day 5: Research, individual teacher/librarian conferences, and formatting for tri-fold pamphlet. Opportunity for meta-cognition by student to think about their thinking- stop to reflect and share with others what they are finding and what process they went through to get there. Look for video Internet posts of Humanitarian efforts. Make constructive comments to at least 3 other classmates about their posts. 4. Day 6: Student’s present their prepared demonstrations of their work with friends, family, and other classes invited in LMC. Student projects displayed in a “center” format in LMC. Classroom blog is projected 5. Day 7: Feedback to students C Location of lesson: Learning Laboratory (library) Language Arts Classroom IV. Instructional Objectives A. Teacher’s objectives for the students 1. Students will inquire, think critically, and gain knowledge 2. Students will draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge 3. Students will share knowledge and participate ethically and productively as members of our democratic society 4. Students will pursue personal and aesthetic growth 5. Students will evaluate the validity, relevancy, currency and accuracy of information 5. Synthesize information and prepare a tri-fold Word document B. LMS’s objectives for the students 1. Students will effectively use the library to access print and electronic research materials (Content Standard 1) 2. Students will refine and revise the information need to meet the specific format, purpose and scope of the project (Content Standard 1) 3. Students will extract knowledge from resources (print and non-print) (Content Standard 2) 4. Students will cite information and sources correctly using MLA format (print and non-print) (Content Standard 2) 5. Students will identify the library staff as approachable resources 6. Students will learn to incorporate technology effectively in presentations and portfolios (Content Standard 4) 1.1.3 //Develop and refine a range of questions to frame the search for new understanding//. 1.2.//1 Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts.// 1. Wiesel, Elie. __Night__//,// New Jersey: Prentice-Hall, Inc., 2000 2. Students will find their own printed materials using the electronic card catalog. I will highlight the following books from the library collection: Lang, Daniel. __A Backward Look__. New York: McGraw-Hill, 1979. Grunfeld, Frederic. __The Hitler File__. United States: Random House, 1974. Herzstein, Robert Edwin. __The Nazis__. Alexandria, VA: Time-Life Books, 1980. B. Electronic resources 1. Statewide Library Electronic Doorway. 2004. Retrieved March 10, 2008, from [|**http://www.sled.ak.us**]. 2. State Affiliate of the National Endowment for the Humanities. (1999-2008). //Holocaust Survivors//. Retrieved July 20, 2008, from [|**http://www.holocaustsurvivors.org**] 3. Florida Center for Instructional Technology//,// College of Education, University of South Florida.(2005). //[|**A Teacher's Guide to the Holocaust**]// //. // Retrieved July 20, 2008, from [|**http://www.fcit.usf.edu/holocaust**] C. Paper, markers, colored pencils, water colors for creation of tri-fold pamphlet VI. Instructor Resources and Information  A.  edublogs.edu Edublogs are completely free and specifically designed for those in the education profession. Tutorials are provided to assist with implementing blogs into the curriculum. B. utube C. Flick’r Process Model Worksheet- Appendix A Differentiated Instruction to be posted on classroom blog ** 1. Task Definition 2. Information Seeking Strategies 3. Location and Access 4. Use of Information ** ** 5. Synthesis 6. Evaluation ** ||  1. ** Task Definition ** : What am I supposed to do? Create a tri-fold pamphlet “selling” a worldwide non-profit organization. What information do I need in order to do this (Consider listing in question form)  2. ** Information Seeking Strategies ** : brainstorm idea What information is best: List the best sources to find information. 1. 2.  3.  4.  5.  How can I tell if the information is relevant, appropriate and accurate? o  I will find free web sites and use a web site evaluation guide for each that I use. 3. **Location and access:** Where do I find sources? school library public library personal library internet videos other I am **//required to have three sources// including one book.** 4. **Use of information**: How will I record new information? How do I give credit for quotations and sources? What will my final project look like? **//A tri-fold pamphlet//** 6. **Evaluation**: Was my project complete? Was my project complete? Did I answer the big question? How well did I use the information I found? Did I credit all of my sources? Was my presentation effective? Task Definition 5 points Information seeking strategy 5 points Sources 5 points Citations 5 points Information gathering 5 points Self-evaluation 5 points presentation __ 20 points__ Cut and paste pertinent information || Predict, ask questions, clarify, and summarize || Source: || || 1. Students will find their own printed materials using the electronic card catalog B. Electronic resources 1. Statewide Library Electronic Doorway. 2004. Retrieved March 10, 2008, from [|**http://www.sled.ak.us**]. VI. Instructor Resources and Information Process Model Worksheet- 1. Grading Rubric – Appendix D  2. Collaboration with classroom Language Arts instructors Appendix A Differentiated Instruction to be posted on class blog K stands for what you **know** about the subject || W stands for determining what you **want** to learn, || H stands for **how** you cam learn more || L stands for identifying what you **learn** as you read || || ||  ||  ||  Graphic Organizer- Appendix C Differentiated Instruction to be posted on classroom blog Share what you know http://www.sdcoe.k12.ca.us/score/actbank/scluster.htm  Grading Rubric –Appendix D  Grading Rubric for World-wide humanitarian effort pamphlet || Content Standard Minimum Standard Exemplary || // The student will share knowledge and participate ethically and productively as members of our democratic society // . Scoring || The student will make posts to the classroom blog about each chapter in the book NIGHT. 1 ||  The student will make posts to the classroom blog about each chapter in the book NIGHT and respond to at least one other post. Students will synthesize information and consider the effect on self and others 2 || The student will make posts to the classroom blog about each chapter in the book NIGHT and respond to at least two other posts. Students will synthesize information and consider the effect on self and others and organize research to support a point of view. 3 || // The student will think logically and reflectively in order to present and explain position based on relevant and reliable information // Scoring || The student will analyze information for quality, validity The student created a pamphlet using scissors to cut and paste information 1 || The student will analyze information for quality, validity, reliability using correct citation and bibliographic form and determine appropriateness to the topic and personal point of view. The student was able to use computer technology to import graphics in creating a final project 2 || The student will site correctly sources used to create a pamphlet. Students will analyze and organize information to determine a personal view and defend a position. The student will design a professional pamphlet using technology to import graphics. 3 || Student Assessment The student assesses him/herself as to how the humanitarian topic was narrowed down and decided on. (Make a list/log of what you did first, next, next, etc. Include comments about problems you had.) Long, D. (Oct 2007). Increasing literacy in the high school library: Collaboration makes it happen. //Teacher Librarian//, 35.1: 13(4). Accessed 6/18/08, from InfoTrac database. Diana, J. (May 12, 2008).//Use a Big6 Approach to Create Plagiarism-Proof Assignments// (eNews 9.2, 2) eNewsletter. Accessed 6/18/08.  Alaska Association of School Librarians. Library/Information Literacy Standards, Student Content Standards for School Libraries. Available at: [|**http://www.akla.org/alas;/lib/studentstandards.html**] Accessed 6/17/08. ==Story-Huffman, R. //(// April 11, 2008 // ).  [|**How to Integrate Information Literacy into Higher Education Curriculum (eNews 9.2, 1)**], //[|**eNewsletter**]. Accessed 6/18/08. <span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; FONT-FAMILY: 'Book Antiqua'; mso-bidi-font-weight: bold"> == <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Loertscher, D. (2003). //Project Achievement (A National Initiative to Collect and Present Evidence that Links Library Media Programs to Student Achievement, 2003-05).//Accessed 6/18/08. =<span style="FONT-WEIGHT: normal; FONT-SIZE: 12pt; FONT-FAMILY: 'Book Antiqua'; mso-bidi-font-weight: bold"><span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Todd, R. (April 08). The Evidence-Based Manifesto for School Librarians If school librarians can’t prove they make a difference, they may cease to exist. //School Library Journal//. Accessed 8/18/08. = <span style="FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">http://weblogg-ed.com <span style="FONT-FAMILY: Arial, Helvetica, sans-serif">http://www.ahistoryteacher.com/necc2006/HolocaustWikiProject2006.pdf
 * AASL Standards **
 * 1) Materials used for the students
 * 2) Print resources
 * Student Name:___________________________Class:_________________ **
 * Task: //Create a tri-fold pamphlet about a non-profit humanitarian agency to show their mission and contributions.// **
 * I will use only information evaluated by and provided by my teachers or librarians, including databases to which the school subscribes
 * take notes using cards
 * take notes on notebook paper
 * 2- column notes
 * illustrate concepts
 * other
 * // MLA format required //**
 * 1) ** Synthesize: **  Gathering information
 * Self-evaluation **
 * What have I learned that I will use again? **
 * Teacher evaluation **
 * Project total     50 points **.
 * 1) Materials used for the students
 * 2) Print resources
 * Student Name:___________________________Class:_________________ **
 * Task: Sharing what you know about German Concentration Camps and their prisoners. **
 * 1.1.3 **
 * 1.2.//1// **
 * 1.2.//1// **

<span style="FONT-FAMILY: Arial, Helvetica, sans-serif">Deliverable #3 M Lee EDC 921 Summer 08 Please, grant me the serenity to accept the pages I cannot edit, The courage to edit the pages I can, And the wisdom to know the difference The Wiki Prayer [|http://www.educause.edu]

Proposal Goal: Introduce the world of Web 2.0 into the district library personnel by creating, implementing, and updating a wiki for library personal employed with the Kenai Peninsula Borough School District. A wiki teaches how to work with others, how to create community, and how to operate in a world where the creation of knowledge and information is more and more becoming a group effort (Richardson, 2006). Using many forms of technology;

Technology: School buildings tend to create walls, where as wikis help to create online communities of professionals who contribute what they learn and know to a larger audience- one another. “To write in a wiki is to compose within a living organism” (Allison, 2005). Tonkin (2005) describes a wiki as “simple user-editable data storage”. Combining the simplicity of the wiki technology with the collaborative ability to add, remove and edit text, a wiki for librarians within the district would benefit all. One of the biggest challenges for district librarians, who are often isolated due to weather and proximity, is collaboration. Also, as the district begins restaffing their school libraries, many lack skills and knowledge which will best support their students, staff and learning community. A collaborative wiki, implemented by the district librarian a trained LMS, will help train and educate others who lack the training.

Potential benefits:

“Imagine a world in which every single person on the planet is given free access to the sum of all human knowledge. That’s what we’re doing.” Jimmy Wales, Wikipedia founder (Wales, 2004) Incorporating this vast sum of human knowledge into a wiki (term “wiki” is taken from a Hawaiian term “WikiWiki” or super fast), creates an opportunity for library personnel to teach one another using tips and tricks each has discovered through their information gathering and from staff input.

Collaboration among professionals is not the exception, it is now the expectation and can prove to be invaluable once participants are confident using Web 2.0. The KPBSD covers hundreds of miles and often dangerous road conditions make it impossible to meet and exchange ideas face to face. Using a wiki, librarians from around this vast district would communicate using this collaborative environment which can be freely written on and edited by those granted permission. The wiki, in a word, will promote, improve, and expand communication.

Possible roadblocks: o instructional culture LMS are often overwhelmed with the many requirement of their position within the school. Without adequate training some may not see the potential nor the need of collaborative learning. o staff knowledge, training opportunities, and willingness to upgrade their knowledge Teacher training is difficult at best. Once the librarian becomes a learned student and then as a teacher, the trained LMS would support staff endeavors at implement Web 2.0 into their curriculums. The LMS would be the on-staff “expert” to assist staff with potential problems in implementing this technology into their curriculum. I would refer educators to the following site for additional information: webjunction.org/do/DisplayContent?id=11264 teachersfirst.com/content/wiki/wikiideas1.cfm o lack of time Leaning new technology may be daunting to some. Given the opportunity to use a wiki within the library world, becoming familiar with this form of technology, will assist LMS to educate staff and students as to the potential of this medium of read, write and edit. o current district internet filtering systems The district web servers would need to be adjusted to allow the use of wikis for educational purposes. Along with that comes the education of students as to internet ethics. Computer ethics, better labeled “information technology ethics,” deal with the proper use of a wide range of telecommunication and data storage devices. Ethics is the branch of philosophy that deals with moral judgments, issues of right and wrong, and determining what behaviors are humane and inhumane (Johnson 2003). Kids Privacy On-line at www.kidsprivacy.com great resource for parents Johnson, D. “Teacher Webpages That Build Parent Partnerships.” (MultiMedia Schools, Sept. 2000) www.infotoday.com/MMSchools/sep00/johnson.htm Property: “The Napster Cantata” by M.E. Kabay at networking,earthweb.com/netsysm/article offers language students can understand about ethics in technology “Is It Plagiarism?” by Doug Johnson www.doug-johnson.com/dougwri/isit.html “Cut, copy, Plagiarize,” Technology Connection, Jan. 1996 www.doug-johnson.com/dougwri/cut.html

“Anti-Plagiarism Strategies for Research Papers,” by Robert Harris www.virtualsalt.com/antiplag.htm

software:

wikispaces.com Wikispaces is a website that allows educators to set up private or public wikis for free. Anyone that is granted the rights to post and/or edit previous posts will be able to contribute to the creation of an online "textbook" viewable to those invited to participate. pbwiki.com Peanut Butter wiki site is free, easy, and a great one for emerging technologists jot.com JotSpot free for up to 5 users but has many more features than PB wiki Search engines list at http://c2.com/egi/wiki?WikiEngines Wikicities.com aypwip.org/webnote/ A great program for organization in which color-coded post-it type notes which can be tagged with key words for easy reference and sorting.

Examples of Future Potential: The following wikis have been developed by trained LMS to assist their districts with implementing a district librarian wiki.

booklovers.pbwiki.com/Princeton%20Public%20Library libsuccess.org/ albystaff.pbwiki.com/ instructionwiki.org/Library_Instruction_Resources

References: Johnson, D. Learning right from wrong in the digital age, Linworth Publishing, Inc; OH. 2003. Farkas, Meredith. "Using Wikis to Create Online Communities." Social Software. 01 Sept 2005. Web Junction. 19 Jul 2007. http://webjunction.org/do/DisplayContent?id=11264 “Wiki Walk Through” http://www.teachersfirst.com/content/wiki/wikiide