L. Kristin JónssonLIS 60618

IL Final Project

Part 1: Scenario

For this project, I will create an information literacy lesson plan for second grade students at an elementary school in a Columbus, Ohio suburb. There are approximately 75 students in the second grade, divided into three classrooms. There is a gifted cluster of eight students in one class. There are 15 ELL students, eight special education students, and six severely behaviorally disordered students divided up between the three classes. The students’ ages range from six to eight, with the average student being 7.5 years old at the beginning of the school year. Thirty percent of the students are considered economically disadvantaged, 74% are white, ten percent are Latinx, five percent are multiracial, five percent are black, and six percent are Asian. One student is chronically absent. The school district has a very low mobility rate, so no more than two children would be expected to move into or out of the second grade during this school year. This school is considered a low poverty school within the school district. Children who are economically disadvantaged are provided with free breakfast and lunch at school. Overall, students are well motivated and well behaved, but 16 are reading below grade level according to Ohio’s Third Grade Reading Guarantee standards. The school uses an inclusion model for special education, so all the students are mainstreamed, but there is a resource room they can use when necessary. There are also aides to help on occasion, but none of the classrooms has an assigned aide. The school has a media center and there is a certified school media specialist for half the week. However, library instruction is not a planned part of the school calendar or curriculum. Library instruction is provided at the request of the teacher or when the media specialist and a teacher decide to collaborate on a lesson or series of lessons. Therefore, the strength of each second grader’s information literacy skills will vary based on what their previous teacher has done individually in the classroom, or in collaboration with the school media specialist. For the sake of this lesson, I will imagine that the second-grade teachers are planning to do a research project with the students. They have asked me to teach the students how to locate nonfiction resources for the project.

This second grade exists within a K-5 elementary school of approximately 600 students. There are three to four classrooms for each grade. Music, physical education, and art are the provided extra classes, and all other instruction is the responsibility of the classroom teacher. Information literacy is a priority only inasmuch as it is defined in

Ohio’s Learning Standards published by the Ohio Department of Education. Although there are standards for fine arts and physical education, there currently are no standards for library or information literacy skills, so information literacy instruction may be part of English Language Arts Learning Standards, but is not divided into its own separate standards. There are library guidelines, but they are not mandatory in Ohio. The current Information Literacy guidelines listed in the Ohio Library Guidelines are taken directly from AASL’s 1998 Information Literacy Standards for Student Learning. (Library Guidelines, page 9)

Of note in the community is the fact that this year, the school district has chosen to put a cluster of severely behaviorally disabled students in the school, so all grade levels now contain these students in addition to whatever other special education students they may have. These students do not have assigned aides, but a resource room is available for these students to go to in the case of extreme behavior.

Each student has his/her own iPad supplied by the school district.

Initial thoughts of on IL needs of this second-grade class● Since one third of the students are economically disadvantaged, all the children

may not have internet at home.● Not all students have a good sense of the library - many do not know where to

find fiction versus nonfiction. Some students may still have a difficult time understanding the difference between fiction and nonfiction.

● At least one of the teachers in first grade had the students do a nonfiction research project on a chosen animal. However, she obtained all research materials for the students.

● At this stage, they have very few, if any, information literacy skills.● Many of these kids probably think they know how to Google, but they can’t spell

very well, and they certainly have little idea about authority or choosing good resources.

● Because of their cognitive developmental stage, they will need to have some concrete ideas on what to look for regarding authority. It will also be important to start some critical thinking too.

● Kids at this age tend to have lots of interests and enjoy learning, so finding topics to which they can apply IL to shouldn’t be too difficult.

● Good communication with the second-grade teachers will be necessary to ensure that the lessons I teach will integrate seamlessly with their lessons.

● These students may need more basic library skills as a base for the IL aspect of the lesson.

Part 2: Needs Assessment (With Answers)

Question 1 to consider for planning

How does IL fit in with current school learning objectives? Ohio Department of Education learning objectives? Ohio Library Guidelines objectives? Common Core Objectives?

Sources to answer the question

http://www.hilliardschools.org/departments/curriculum/EPRguides/Curriculum_Quick_View_For_Grades_K-5.pdf (Doesn’t really give precise objectives, but states that Hilliard objectives align with state and national objectives.) http://education.ohio.gov/Topics/Learning-in-Ohio/OLS-Graphic-Sections/Learning-Standards (This will take some figuring out since IL standards are not separated out from other content standards.) https://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Library-Guidelines/Library-Guidelines.pdf.aspx http://www.corestandards.org/ELA-Literacy/ (This will also take some analysis since IL standards are not separated from other content standards.)

Answer to the question

Originally, I had planned to do this assignment based on my own daughter’s elementary school in Hilliard. So, the information in the Scenario is reality based. However, I found out that Hilliard does not have a library curriculum! Therefore, I ended up using the Library Learning Targets created by Dublin City Schools. I then explored other relevant learning standards. I will list them here to show how they fit together.

AASL Standards for the 21st century learner

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information.

1.2.3 Demonstrate creativity by using multiple resources and formats

1.2.6 Display emotional resilience by persisting in information searching despite challenges.

3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

4.1.4 Seek information for personal learning in a variety of formats and genres.

Ohio Library guidelines

Information Literacy Benchmark E (K-2):  Understand what information is and use a process to find information.

Technology Literacy Benchmark A (K-2):  Understand that school library materials may be provided in electronic formats that are organized in a system and that access to the system may be provided electronically.

Dublin Library learning targets

Information literacy Target 3:  Understand that library books and materials are housed in specific areas of the library media center

Information literacy Target 5: Understand what information is and use a process to find information.

Technology Literacy Target 1:  Understand that school library materials may be provided in systemized electronic formats.

Ohio’s Learning Standards for technology

Strand:  Information and Communications Technology: Topic 2:  Use digital learning tools and resources to locate, evaluate and use information.  K-2, part 2:  Develop basic skills for locating information using digital learning tools and resources.  

Common Core State Standards

CCSS.ELA-LITERACY.W.2.8Recall information from experiences or gather information from provided sources to answer a question.

Question 2 to consider for planning

How does IL fit in with district mission statement? School mission statement?

Sources to answer the question

http://www.hilliardschools.org/district/visionmissionbeliefs/ http://www.hilliardschools.org/hcr/about-us/http://www.hilliardschools.org/hcr/about-us/what-makes-hilliard-crossing-a-great-school/

Answer to the question

The Hilliard City Schools’ Mission Statement is, “Hilliard City Schools will ensure that every student is ready for tomorrow.” Information literacy will help students be prepared for the future.

The Hilliard Crossing Philosophy statement consists of four core values: “The school as Community, A Curriculum with Coherence, A Climate for Learning, and A Commitment to Character.

Student collaboration, an information literacy curriculum which connects to and enhances other subject areas, a growth mindset, and a focus on AASL’s dispositions will keep this lesson aligned with the school philosophy.

Question 3 to consider for planning

What level of IL skills do the students currently have?

Sources to answer the question

There are several ways of assessing prior knowledge. A formal pre-test could be given. Students could answer teacher generated questions about IL. Students could generate their own questions about IL. The media specialist could speak to the teachers or former teachers. The media specialist could assign a task that requires IL skills and observe how the students attempt to do the work.observe how the students attempt to do the work.

Answer to the question

Because there is such a short time for this lesson, I will not do a formal pre-test. However, I will have the students activate their prior knowledge at the beginning of the lesson, and make some formative assessments based on that. Since I am the only media specialist, I do know what I taught them the previous year.

Question 4 to consider for planning

What resources are available to teach this lesson? (digital resources, text resources, school supplies, physical space, etc.)

Sources to answer the question

Do a visual survey of the classrooms and media center. Do a catalog analysis. Look for resources provided by the state of Ohio. Survey the supply rooms. Check the media center budget to see if additional items can be purchased.

Answer to the question

The district is one to one on iPads. There are four desktop computers in the media center, along with a printer. The media center subscribes to Pebble Go. It uses the Destiny Quest OPAC by Follet. It has free access to the INFOhio website. The PTO has recently purchased five Breakout Edu boxes.

Question 5 to consider for planning

Is it possible to collaborate with the classroom teacher?

Sources to answer the question

Find out if the teacher can collaborate at a time when the media specialist is free. Find out if the teacher is willing to collaborate. Think about whether the material to be taught lends itself to collaboration.

Answer to the question

The second-grade teachers want me to teach this lesson as preparation for their research project. I will teach the lesson alone.

Question 6 to consider for planning

What content needs to be taught?

Sources to answer the question

Check content standards. Choose content standards that are required in the second grade. Check AASL standards. Try to align them. Talk to the regular classroom teachers. Ask them what information literacy skills will enhance other classroom content.

Answer to the question

The second-grade teachers want their students to learn how to find nonfiction library resources to use for their coming research project. That aligns with second grade language arts content standards, as well as information literacy objectives.

Question 7 to consider for planning

What classroom management strategies are in place in the class and in the school?

Sources to answer the question

The media specialist should already have a classroom management system in place. She may need to consult with the special education teacher about management strategies for behaviorally disordered kids. The media specialist should check with the teacher and become familiar with the teacher’s classroom management system.

Answer to the question

For the sake of this project, I will assume that I have been using the same classroom management strategies since I started working at the library and the students are familiar with behavioral expectations.

Question 8 to consider for planning

Can information literacy be integrated into classroom content?

Sources to answer the question

Once the information literacy content to be taught is decided, check with the classroom teacher to see what kind of upcoming lessons she has planned. Consider whether that content could be blended with information literacy concepts. The opposite could also be done. If the teacher has a unit planned, the media specialist could decide what type of IL content would enhance the teacher’s unit.

Answer to the question

The information literacy skills that the students learn during this short unit will be needed for a nonfiction writing project they will do with their regular classroom teacher.

Question 9 to consider for planning

What pedagogical methods best lend themselves to this content?

Sources to answer the question

This question can’t fully be answered until the content to be taught is defined. However, it will be important to consider the students’ needs and the underlying beliefs the teacher has regarding the learning process.

Answer to the question

The overall goal of this lesson will be for students to learn how to find nonfiction information both digitally and in book form. Since this is a combination of understanding how to do something and then doing this, the students will need a combination of learning methods. There will need to be some explanation of unfamiliar and new content. Then the students will need to learn by doing, constructing meaning as they work.

Question 10 to consider for planning

How can I get the students motivated and actively involved?

Sources to answer the question

Brainstorm with the children about their interests. Allow the children to have some autonomy in the work. Make the learning relevant to the children.

Answer to the question

I will make sure to include some student choice in the lesson. I will use gamification as a motivator. I will connect this learning to what they are doing in the classroom.

Question 11 to consider for planning

How can this lesson be extended for gifted students?

Sources to answer the question

Journal articles on gifted education, collaboration with the gifted education specialist, blogs by teachers and media specialists, books

Answer to the question

Since there is a gifted education specialist, I am going to imagine that I worked with her, as well as the regular second grade teachers to identify the gifted students and extend their learning. They will not be grouped homogeneously for the group part of the lesson.

Question 12 to consider for planning

How does the district see the role of the school media specialist?

Sources to answer the question

http://www.hilliardschools.org/departments/curriculum-instruction/elementary-program/media-technology/

Answer to the question

The district views the media specialist as a vital educational partner. Emphasis is placed on the media specialist’s knowledge of information literacy as well as fostering an appreciation of literature.

Question 13 to consider for planning

How can I best serve the minority groups in the class? (special education students, ELL students, Behaviorally disabled students, economically disadvantaged students, etc.)

Sources to answer the question

I am more familiar with ELL and economically disadvantaged students than special education and behaviorally disabled students, so I will need to collaborate with the special education teachers and do journal and other educational reading to get information.

Answer to the question

Because the behaviorally disordered students are a new unit in the school, I am going to assume that all the teachers, including the librarian, received professional development about the best ways to include these students in the regular classroom.

Question 14 to consider for planning

What prerequisite skills are needed for this lesson?

Sources to answer the question

The media specialist and regular teacher

Answer to the question

The students are proficient at taking pictures on the iPad, taking screenshots with the iPad, and using the program, Wixie. The students have done a Breakout EDU previously and know the procedure. The students know the difference between fiction and nonfiction. The students know teacher expectations for group work. The students have been working on various thinking and problem-solving strategies.

Part 3: Goals, Objectives, and Expected Learning Outcomes (ELOs)

Goal: The student will understand how to search for and physically locate print and digital nonfiction resources in the school library. (aligns with AASL standards 1.1.4, 1.2.2, 1.2.3, & 4.1.4; aligns with Ohio Library Guidelines Information Literacy Benchmark E (K-2) and Technology Literacy Benchmark A (K-2); aligns with Dublin Library Learning Information literacy Targets 3 & 5; aligns with Dublin Library Learning Technology Literacy Target 1; aligns with Ohio’s Learning Standards for Technology Strand Information and Communications Technology: Topic 2; aligns with CCSS.ELA-LITERACY.W.2.8)

i. Objective: The student will be able to search for and physically locate print information for an imposed or self-chosen subject.

1. ELO: Given a demonstration of Destiny Quest and an explanation of how to find nonfiction materials in the library, the student will be able to search for a self-selected subject in the OPAC, successfully find it in the stacks, and take a picture of it. (For purposes of easy reference, this goal/objective/ELO combination will be referred to as Information Literacy 1; abbreviated as IL1.)

2. ELO: Given a demonstration of Destiny Quest and an explanation of how to find nonfiction materials in the library, the student will be able to search for an imposed subject in the OPAC, successfully find it in the stacks, and take a picture of it. (For purposes of easy reference, this goal/objective/ELO combination will be referred to as Information Literacy 2; abbreviated as IL2.)

ii. Objective: The student will be able to search for and locate digital information for an imposed or self-chosen subject.

1. ELO: Given a demonstration of PebbleGo, World Book Kids, BookFlix, and Early World of Learning and how to search them, the student will be able to search for a self-selected subject, successfully find an article about it, and take a screenshot of the article. (For purposes of easy reference, this goal/objective/ELO combination will be referred to as Information Literacy 3; abbreviated as IL3.)

2. ELO: Given a demonstration of PebbleGo, World Book Kids, BookFlix, and Early World of Learning and how to search them, the student will be able to search for an imposed subject, successfully find an article about it, and take a screenshot of the article. (For purposes of easy reference, this goal/objective/ELO combination will be referred to as Information Literacy 4; abbreviated as IL4.)

b. Goal: Students will collaborate. The students will work productively together in a group. (AASL Standard 3.1.2, 3.2.2)

i. Objective: Students will collaborate on an information literacy assignment.

1. ELO: Given an explanation of appropriate group behavior, when put into groups of five students, students will collaborate successfully in the following ways:

a. Everyone participates.b. Everyone listens without interrupting.c. Students stay on task.d. Students are respectful of one another.(For purposes of easy reference, this goal/objective/ELO combination will be referred to as Collaboration 1; abbreviated as C1.)

c. Goal: Students will demonstrate emotional resilience. (AASL Standard 1.2.6)

i. Objective: The student will persist in the information search despite frustrations and obstacles.

a. ELO: When faced with undesired search results, the student will continue to try, revising strategies and asking for help as necessary. (For purposes of easy reference, this goal/objective/ELO combination will be referred to as Social Emotional Resilience 1; abbreviated as SE1)

Part 4 – Assessment

For this lesson plan, there will be several different methods of assessment. In terms of the four assessment goals addressed in Chapter 11 of the text, the following goals will be assessed:

1. Assessment Goal level one: Reaction: I will not formally assess this. However, I will look for signs of student engagement by watching facial expressions and body language. I will also watch for how focused they are on the assignments.

2. Assessment Goal level two: Learning: For the most part, the ELOs are at this level. There are some specific skills the students are learning, and the assessment will show whether those skills can be used in a contrived situation.

3. Assessment Goal level three: Behavioral: This series of lessons is designed to teach skills that the students will use soon afterwards to do research on a topic of their choice. Because of this, I have included some parts of the lesson that allow the student to have some choice in what they search for. So, while there is little authentic assessment in this plan, it links to a plan that requires them to use these new skills authentically.

4. Assessment Goal level four: Results: After these lessons, I can observe whether students continue to use these skills when they come to the library looking for different resources. If they can continuously use these skills, the results will be that this instruction impacted the student’s life.

In terms of how I will assess the students, all the assessment will be informal and there are no grades given for library instruction. Assessment will be criterion referenced because it does not matter how the students do compared to one another, but whether each student is able to attain expected learning outcomes. There will be both formative and summative assessments. During the formative assessments, I will give verbal feedback to the students as necessary. For the summative assessment, I will evaluate the ELOs using the rubric after the students have completed their work. If I notice that many students are having problems in a particular area, I will review the area of confusion at the beginning of the next lesson. If I notice that just one or two students are having problems in a particular area, I will help them individually during independent work time. Strictly speaking, this is not an authentic assessment. However, since the assessment contains both a simulation and a performance assessment, its relevance is high. Most of the assessment is forced choice and high in control. However, it does not assess simple memorization, but the ability to use new skills. (Grassian & Kaplowitz, 202-214)

The following are ways I will assess the students: At the beginning of the lesson, I will ask students for their prior knowledge. This

helps me know the level of detail I need to use for instruction. (For purposes of easy reference, this will be referred to as Assessment Strategy 1; abbreviated A1)

After modeling the new skills, I offer guided practice. This allows me to see if some of the students can use the skills with some verbal guidance. I will make similar observations during and after independent practice. (For the purposes of easy reference, this will be referred to as Assessment Strategy 2; abbreviated A2)

During independent practice, I will observe the students’ progress, make suggestions and offer advice as needed. I will also offer positive feedback when students are successful. (For purposes of easy reference, this will be referred to as Assessment Strategy 3; abbreviated A3)

During independent practice, I will observe and encourage perseverance and challenge students who seem to grasp the material quickly. (For purposes of easy reference, this will be referred to as Assessment Strategy 4; abbreviated A4)

After the students complete the Wixie projects, I will use a rubric for a summative assessment. It is, in a way, both a summative and formative assessment. It assesses students’ mastery of ELOs for that session, but it will also inform the instruction for the next two sessions. If many students are confused about a topic, I will review it at the beginning of the next class period. If just one or two students struggle with the content, I will speak to them individually the next time students are working independently. (For purposes of easy reference, this will be referred to as Assessment Strategy 5; abbreviated A5)

During group work, I will watch how students interact with one another, encourage improved behavior when necessary, and give positive feedback when students are working effectively together. (For purposes of easy reference, this will be referred to as Assessment Strategy 6; abbreviated A6)

During group work, I will observe the problem-solving and search processes of group members and provide help and positive feedback as needed. (For purposes of easy reference, this will be referred to as Assessment Strategy 7; abbreviated A7)

During group work, I will observe the perseverance of group members and encourage perseverance if students get discouraged. I will commend students and groups who persevere despite obstacles. (For purposes of easy reference, this will be referred to as Assessment Strategy 8; abbreviated A8)

The final opening of the Breakout EDU box is a summative assessment. If the students can breakout, they have used their search strategies effectively, worked

together effectively, and shown perseverance. (For purposes of easy reference, this will be referred to as Assessment Strategy 9; abbreviated A9)

Following the Breakout EDU, the students will complete a self-assessment about their group behavior. After class, the teacher will look at them and see if her observations reflect the self-perceptions of the students. For purposes of easy reference, this will be referred to as Assessment Strategy 10; abbreviated A10)

Wixie Rubric - to be used with both Wixie Projects

The first two performance indicators in this rubric reflect content learned for the first time during this lesson.

The third performance indicator refers to effectively using a technology that has been previously taught, but still needs to be practiced.

Although completely meeting the ELO, requires a perfect score, this is also the first time material from the first two performance indicators has been presented. I expect that some students may get a “developing” score, and that is fine. If I see many students with basic scores, I will do a general review for the entire class. If only a few students receive basic scores, I will work individually with those students.

The rubric can be assessed numerically in the following fashion:o 5-6 points: Proficiento 2-4 points: Developingo 0 – 1 point: Basic

Performance Proficient (2) Developing (1) Basic (0)Imposed topic search

The student finds and takes pictures of two books that align with the assigned topic.

The student finds and takes pictures of one book that aligns with the assigned topic.

The student fails to find and take pictures of books that align with the assigned topic.

Self-selected topic search

The student finds and takes pictures of two or more books that align with his/her chosen topic.

The student finds and takes pictures of one book that aligns with his/her chosen topic.

The student fails to find and take pictures of books that align with his/her chosen topic.

Use of Wixie The student fills in the template correctly. The student imports all pictures or screenshots and

The student makes one to three mistakes filling in the Wixie template. For example, the student does not

The student makes more than three mistakes filling in the Wixie template. For

puts them in the correct place. The student fills in all blank spaces.

import pictures or screenshots and/or leaves blank spaces

example, the student does not import pictures or screenshots and/or leaves blank spaces

Student Self-Assessment – to be filled out after the Breakout EDU

Part Five – Lesson Plan

Materials

Smartboard connected to teacher iPad 25 student iPads Subscription to PebbleGo Destiny Quest OPAC Wixie subscription Wixie scavenger hunt templates INFOhio subscription (free to all Ohio schools) Five Breakout EDU Kits Four Breakout clues typed on paper for each group 25 prizes 5 laminated, “We broke out” banners Library media center with a variety of nonfiction books (This assignment is based

on the Eli Pinney Elementary School Media Center.)

Lesson Plan Abbreviations

IL1 : Goal: The student will understand how to search for and physically locate print and digital nonfiction resources in the school library. Objective: The student will be able to search for and physically locate print information for an imposed or self-chosen subject. ELO: Given a demonstration of Destiny Quest and an explanation of how to find nonfiction materials in the library, the student will be able to search for a self-selected subject in the OPAC, successfully find it in the stacks, and take a picture of it.

IL2 : Goal: The student will understand how to search for and physically locate print and digital nonfiction resources in the school library. Objective: The student will be able to search for and physically locate print information for an imposed or self-chosen subject. ELO: Given a demonstration of Destiny Quest and an explanation of how to find nonfiction materials in the library, the student will be able to search for an imposed subject in the OPAC, successfully find it in the stacks, and take a picture of it.

IL3 : Goal: The student will understand how to search for and physically locate print and digital nonfiction resources in the school library. Objective: The student will be able to search for and locate digital information for an imposed or self-chosen subject. ELO: Given a demonstration of PebbleGo, World Book Kids, BookFlix, and Early World of Learning and how to search them, the student

will be able to search for a self-selected subject, successfully find an article about it, and take a screenshot of the article.

IL4 : Goal: The student will understand how to search for and physically locate print and digital nonfiction resources in the school library. Objective: The student will be able to search for and locate digital information for an imposed or self-chosen subject. ELO: Given a demonstration of PebbleGo, World Book Kids, BookFlix, and Early World of Learning and how to search them, the student will be able to search for an imposed subject, successfully find an article about it, and take a screenshot of the article.

C1 : Goal: Students will collaborate. The students will work productively together in a group. Objective: Students will collaborate on an information literacy assignment. ELO: Given an explanation of appropriate group behavior, when put into groups of five students, students will collaborate successfully in the following ways: Everyone participates. Everyone listens without interrupting. Students stay on task. Students are respectful of one another.

SE1 : Goal: Students will demonstrate emotional resilience. Objective: The student will persist in the information search despite frustrations and obstacles. ELO: When faced with undesired search results, the student will continue to try, revising strategies and asking for help as necessary.

A1 : Non-verbal, formative, assessment of prior knowledge. A2 : Non-verbal, formative, assessment of guided practice and/or independent

practice. A3 : Verbal feedback about search strategies during independent work. A4 : Verbal feedback about perseverance during independent work. A5 : Wixie Rubric A6 : Verbal feedback about collaboration during group work. A7 : Verbal feedback about problem solving and search strategies during group

work. A8 : Verbal feedback about perseverance during group work. A9 : Summative assessment: Opening of the Breakout box. A10 : Student self-assessments, also reviewed and evaluated by the teacher.

Lesson Plan Overview

This lesson will occur face to face in the school library media center. The lesson will be repeated for each second-grade class. There are 25 students in each class. The content is divided up into three forty-minute sessions. The first session will cover how to find nonfiction books using the OPAC and then find the physical books in the library. The second session will cover how to find nonfiction digital resources starting from the media center webpage. The students will learn how to search for information using four

different digital resources, PebbleGo, BookFlix, World Book Kids, and Early World of Learning. The final day will be a Breakout EDU session in which the students work in groups to solve riddles using library search skills. There is a box for each group locked with four locks; three combination locks and one key lock. The goal is to open the box in 25 minutes. Each group will be given the first riddle. The first riddle will lead them to a book. Inside the book will be the combination for one of the locks and the next riddle. The students will work through the riddles until the box is opened. Inside the box will be prizes.

Lesson Procedure

Day One (40 minutes)

1. In the Media Center, gather the students by the Smartboard. Pass out the iPads. Ask the students if they know what the word nonfiction means. (Explain if necessary.) Ask the students if they know where the nonfiction books are in the library. (Show them if necessary.) Tell the students that today they will learn how to find nonfiction books in the library. Ask the students if they know how to find books about dogs. (Some students probably know where they are.) Ask them if they know how to find books on India. (It’s less likely that students know how to do this.) (A1)

2. Have students go to the Media Center webpage on their iPads. Have them open Destiny Quest. Ask, “If I want to find a book on jellyfish, what should I do?” (Let students answer.) Have students search for jellyfish and see what happens. (Probably at least some will misspell it. Others will end up with a list of books.) Ask the students what results they got. (A2) Do the search on the Smartboard. There will be nine results. Ask the students which of the results are nonfiction. Ask them how they know. (A1) Point out that the books with call numbers that are numbers are nonfiction. Also point out that if it starts with GN and then has numbers, it is a graphic novel and it is not shelved with the nonfiction. Ask the students which books about jelly fish are nonfiction. (Ask volunteers to answer the question.) (A2) Show students how to use the visual search also. Explain that the visual search can be very helpful when they don’t know how to spell something. (IL2)

3. Ask a student to name something they want to learn about. Model searching for it using Destiny Quest. Ask the students to try finding a nonfiction book in the catalog by themselves. Give them a few minutes to try searching. Let some students share what they found. (A2) Ask the students how they know if a book is checked in or out. They will probably know the answer to this, but if they don’t, make sure they know where to look.) (A1) (IL1)

4. Ask the students if they know how to find the book they see in the catalog in the actual library. (They probably do not know.) (A1) Explain that nonfiction books are numbered. They start at zero and go to 1000. Show them the chronological order of the nonfiction books in the library. (IL1 & IL2)

5. Ask one student to give an example of a nonfiction book they found. (A2) Think out loud. “Let’s see. I am standing by the 100s right now. What direction do I need to walk? I need to walk this way. Here are the 200s. Here are the 300s. Here are the 400s. My book is in the 400s. The numbers in the library go in order. Here is 410. Is my book before or after that? It’s after. Here is 430. Is my book before or after that?” My book is 431. I found it!”

6. Choose several volunteers to try this. Have other students advise them if necessary. (A2)

7. Tell the students that they will now practice finding nonfiction books in the library. Tell them to open Wixie. In Wixie they will see a template for a nonfiction book hunt. Tell them to open the template. They will follow the directions on Wixie to do a nonfiction scavenger hunt. They will search for both nonfiction books of their choice and subjects assigned by the teacher. They will take a picture of each book they find to use in the Wixie template. (IL1 & IL2) Before the students begin, remind them that they may not always get the search results they want, and they may need to persevere, that is keep trying different ideas until they find one that works. (SE1)

8. Students work independently on the Wixie project. (IL1, IL2, & SE1) (A3, A4, &A5)

9. When there are 5 minutes left in class, have the students come back to the Smartboard. Ask them what was easy and what was difficult. (Let several students give answers.) Ask them what they did when they got stuck. (Let several students give answers.) Emphasize the need for persistence. Ask them what they learned. (Let several students give answers.) (IL1, IL2, & SE1) (A2, A3 & A4) Tell them that next time they will learn about nonfiction sources they can find on the media center webpage.

10.Wixie allows them to input text and photos. The basic Wixie template is below. Because Wixie is a digital tool, it will be colorful and much more exciting to look at than this example. This template can be adapted to allow for more books for students who work quickly.

Nonfiction Book Scavenger Hunt

Name: _Joe Student___________A picture of me!

1. I want to learn about _(robots)_____________________.

Here is a picture of a book about that.

2. Here is a book about birds.

3. I also want to learn about_(cake)______________.

Here is a picture of a book about that.

4. Here is a book about dinosaurs.

Day Two (40 minutes)

1. Gather the students by the Smartboard. Pass out the iPads. Ask the students what they learned the last time they were in the library. Allow several students to offer ideas. Keep asking for ideas until all the main points have been covered.

Ask leading questions if necessary. (A1) (IL1 & IL2) Remind them that today they will learn about some digital nonfiction resources. (IL3 & IL4)

2. Have the students open their iPads to the media center home page. Ask the students if they have ever tried PebbleGo. If they have, allow them to recount their experiences. If not, have them open PebbleGo and give them a few minutes to explore. (A1 & A2)

3. Ask them if they know why we use PebbleGo instead of Google. Let students suggest ideas. (A1) If they don’t know (and I expect that they don’t), let them know that Google doesn’t check to see if the websites it finds are good websites, but PebbleGo has checked all its articles and they are all good. Demonstrate how to use PebbleGo on the whiteboard. (IL3 & IL4) (A2)

4. Have the students close PebbleGo and open INFOhio. Ask them where they think they should click. (PreK to 5) Have them click it. Point out the links under, “Beginning Readers.” Let them explore World Book Kids, Book Flix, and Early World of Learning for about 5 minutes. (IL3 & IL4) (A2)

5. Have all the students open World Book Kids. Ask what the kids noticed when they were exploring it. Talk about how to search World Books Kids. Be sure to cover both visual search and written search. (IL3 & IL4) (A2)

6. Have the students open Early World of Learning. Ask what the kids noticed when they were exploring it. Make sure they noticed that there are nonfiction videos and that they can have the articles read aloud to them. (Remind them to use headphones for the videos and read-alouds.) Also make sure they noticed that not everything on this site is nonfiction. (IL3 & IL4) (A2)

7. Have the students open Book Flix. Ask what they noticed when they were exploring it. Make sure they noticed that books are paired by topic. One is fiction and one is nonfiction. The books can be watched or read aloud by a narrator. Make sure they notice there is no way to search this, but that they must use the categories to find what they are interested in. (IL3 & IL4) (A2)

8. Ask them how they could use these four resources to find true information. Tell them they are going to practice just like the last class, but this time they will take screen shots of the information they find instead of pictures. Make sure they remember how to take screen shots. (IL3 & IL4) (A1 & A2)

9. Tell the students that they will now practice finding digital nonfiction information from the library homepage. Tell them to open Wixie. In Wixie they will see a template for a digital nonfiction hunt. Tell them to open the template. They will follow the directions on Wixie to do a nonfiction scavenger hunt. They will search for nonfiction articles of their choice, and articles with subjects assigned by the teacher. They will take a screenshot of each article they find to use in the Wixie template. (IL3 & IL4) Remind the students again that they may not always get the search results they want, and they may need to persevere, that is keep trying different ideas until they find one that works. (SE1)

10. Students will work independently to complete this activity. The template will be like the previous template. (IL3, IL4, & SE1) (A3, A4, & A5)

11. When there are 5 minutes left in class, have the students come back to the front. Ask them what was easy and what was difficult. Ask them what they did when they got stuck. Emphasize the need for persistence. Ask them what they learned. (IL3, IL4, & SE1) (A2, A3, & A4) Tell them that next time they will go on a team scavenger hunt using all their new knowledge.

Day Three (40 minutes)

1. Gather the students by the Smartboard. Tell them that today they will get to do a Breakout. Explain that they will get clues and they must solve each clue to get a combination to a lock or a key. They will work in teams of five and they will have 25 minutes to get the box open. (IL1, IL2, IL3, & IL4)

2. Review expectations of teamwork. They need to take turns talking. They need to listen to each other. They need to respect each other. They need to stay together. They need to stay on task. (C1) Remind them that these riddles might be tricky, and they will need to persevere in their attempts to solve the puzzles. (SE1)

3. There will be four clues for each group. Each clue that is solved will allow them to open one lock. After they have opened all the locks, they will open the box and find a banner proclaiming that they broke out, and prizes.

4. For each group, the first two clues require searching the Destiny Quest OPAC to find a specific book and then finding the book in the library. The third clue requires searching World Book Kids for a biography and then showing the teacher. The fourth clue requires searching a digital resource for the first part of the clue, which then requires them to search Destiny Quest, and find a specific book, which they must locate in the library. They must work with their group to Breakout! (IL1, IL2, IL3, IL4, C1, & SE1) The teacher will give each team their first clue.

5. The four clues for group one are:

a. I am not little,I say bow wow,I am a book,Can you find me now? (This clue will lead them to the book Big Dogs by Linda Jacobs Altman. The next clue and the first lock combination will be found in the pages of Big Dogs.)

b. If you want to make

Some Halloween art,Jean Eick’s book,Is a good place to start. (This clue will lead them to the book Halloween Crafts by Jean Eick. The next clue and the second lock combination will be found in the pages of Halloween Crafts.)

c. World Book Kids,has biographies,Find one and show,Your teacher, please.(The teacher will give them the next combination and the next clue.)

d. Earth and Sky are,Fun to read,Bookflix has theClue you need.

By the Curious Garden,You will see,A book that’sIn our library.Find that book.Inside’s the key.(This clue will lead them to the book, Our Earth: Helping Out. Inside the book will be the key to the final lock.)

6. The four clues for group two are:

a. You want a pet that flies?You’d better take a look,You will choose the right one,After reading this book.(This clue will lead them to the book Choosing a Bird by Laura S. Jeffrey. The next clue and the first lock combination will be found in the pages of Choosing a Bird.)

b. If you want to make Some Christmas art,Fay Robinson’s book,Is a good place to start.

(This clue will lead them to the book Christmas Crafts by Fay Robinson. The next clue and the second lock combination will be found in the pages of Christmas Crafts.)

c. World Book Kids,has biographies,Find one and show,Your teacher, please.(The teacher will give them the next combination and the next clue.)

d. World Book Kids isFun to read,Important People has the Clue you need.

An African American authorWrote a book,About his people,Go take a look.(This clue will lead them to the book My People by Langston Hughes. Inside the book will be the key to the final lock.)

7. The four clues for group three are:a. I am not bored,

I am a cat.I’m in a book.I might eat a rat!(This clue will lead them to the book Curious Cats by William Lach. The next clue and the first lock combination will be found in the pages of Curious Cats.)

b. If you want to make, Some Valentine art,Kathy Ross’s book,Is a good place to start.(This clue will lead them to the book Crafts for Valentine’s Day by Kathy Ross. The next clue and the second lock combination will be found in the pages of Crafts for Valentine’s.)

c. World Book Kids,has biographies,

Find one and show,Your teacher, please.(The teacher will give them the next combination and the next clue.)

d. Early World of LearningLet’s you read.A book about seasons.Is the one you need.

The first season,From that tale,Leads to a book by Ron,You must find it, without fail!(This clue will lead them to the book Winter by Ron Hirschi. Inside the book will be the key to the final lock.)

8. The four clues for group four are:

a. Kathleen’s grizzly bears,Are very scary!They’re in a book,In our library!(This clue will lead them to the book Grizzly Bears by Kathleen W. Deady. The next clue and the first lock combination will be found in the pages of Grizzly Bears.)

b. If you want to make, Thanksgiving art,Sharon Umnik’s book,Is a good place to start.(This clue will lead them to the book 175 Easy to do Thanksgiving Crafts Sharon Umnik. The next clue and the second lock combination will be found in the pages of 175 Easy to do Thanksgiving Crafts.)

c. World Book Kids,has biographies,Find one and show,Your teacher, please.(The teacher will give them the next combination and the next clue.)

d. World Book Kids

Let’s you compare places.Runners from JamaicaHave won lots of races.

Near Jamaica isAnother place,An island that,Mara will embrace!(This clue will lead them to the book Cuba by W.P. Mara. Inside the book will be the key to the final lock.)

9. The four clues for group five are:

a. Gerald’s friend isOne of these,Find a book on the pot-bellied kindIf you please!(This clue will lead them to the book Pot-bellied Pigs by Lynn M. Stone. The next clue and the first lock combination will be found in the pages of Pot-bellied Pigs.)

b. I you want to make, St. Patrick’s Day art,Kathy Ross’s book,Is a good place to start.(This clue will lead them to the book Crafts for St. Patrick’s Day by Kathy Ross. The next clue and the second lock combination will be found in the pages of Crafts for St. Patrick’s Day.)

c. World Book Kids,has biographies,Find one and show,Your teacher, please.(The teacher will give them the next combination and the next clue.)

d. People and Places are,Fun to read,Bookflix has theClue you need.

Where you see penguins,

You see a place.Is it in a book,In our bookcase?(This clue will lead them to the book Antarctic Journal: The Hidden Worlds of Antarctica’s Animals by Meredith Hooper. Inside the book will be the key to the final lock.)

10. During the Breakout, the teacher will circulate. She will observe and help groups problem solve if they are truly stuck. She will encourage perseverance and good teamwork. (IL1, IL2, IL3, IL4, C1, & SE1) (A2, A6, A7, A8)

11. When the students have figured out all the clues and opened their box, (A9) they will find a banner that says, “We broke out!” The teacher will congratulate them and take a picture of the students with the banner. The box will also have prizes. The prizes are coupons that the students can choose. Each student gets one prize which may be redeemed for one use in the library. The coupons that students may choose between are:

a. No shoes day in the library.b. Bring your “stuffie” to the library.c. Wear your shirt backwards in the library.d. Wear your hat in the library.e. Checkout one extra library book.f. Library line leader.g. Recess in the library. (Not running around – the student can come work in

the library, play computers games etc. instead of going outside to recess.)

12. After the students have gotten their pictures taken and chosen their coupons, they find a quiet place in the library and fill out their self-assessment. (A10) When they are done, they may practice their new skills on their iPads until all the groups have finished.

13. After everyone is done, the teacher tells everyone to go sit by the Smartboard. She asks the kids what they learned, what was hard, what they did when they struggled, and what thinking strategies they used to solve problems. (IL1, IL2, IL3, IL4, C1, SE1) (A2, A6, A7, & A8)

14.After the students have left, the teacher reflects on the lesson and evaluates it for further use.

References

American Association of School Librarians. (2007). Standards for the 21st century learner. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf

BreakoutEDU. (2017). BreakoutEDU: Immersive learning games platform. Retrieved from https://www.breakoutedu.com/

Capstone. (2017). PebbleGo: Home. https://www.pebblego.com/choose

Common Core State Standards Initiative. (2017). English language arts standards: Writing: Grade 2. Retrieved from http://www.corestandards.org/ELA-Literacy/W/2/

Dublin City School District. (2017). Welcome to the Pinney media center. Retrieved from http://www.dublinschools.net/EPESLibrary.aspx

Dublin City School District. (2009, January). Library learning targets. Dublin, OH.

Follet. (2017). Destiny Quest: Eli Pinney Elementary School. Retrieved from https://destiny.dublinschools.net/quest/servlet/presentquestform.do?site=108

Grassian, E.S. & Kaplowitz, J.R. (2009). Information literacy instruction: Theory and practice (2nd Ed.). New York: Neal-Schuman Publishers.

Hilliard City School District. (n.d.). Curriculum quickview. Retrieved from http://www.hilliardschools.org/departments/curriculum/EPRguides/Curriculum_Quick_View_For_Grades_K-5.pdf

Hilliard City School District. (n.d.) Media and technology. Retrieved from http://www.hilliardschools.org/departments/curriculum-instruction/elementary-program/media-technology/

Hilliard City School District. (2000). Vision, mission, beliefs. Retrieved from http://www.hilliardschools.org/district/visionmissionbeliefs/

Hilliard Crossing Elementary School. (n.d.). About us. Retrieved from http://www.hilliardschools.org/hcr/about-us/

Hilliard Crossing Elementary School. (n.d.). Philosophy. Retrieved from http://www.hilliardschools.org/hcr/about-us/what-makes-hilliard-crossing-a-great-school/

Infohio. (2017). Infohio: Ohio’s pre-k – 12 digital library. Retrieved from https://www.infohio.org/

Ohio Department of Education. (2003). Library guidelines: K – 12 library. Retrieved from http://education.ohio.gov/getattachment/Topics/Academic-Content-Standards/Library-Guidelines/Library-Guidelines.pdf.aspx

Ohio Department of Education. (2017, April 11). Ohio learning standards for technology. Retrieved from http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Technology/Ohio-s-2003-Academic-Content-Standards-in-Technolo/The-2017-Ohio-Learning-Standards-in-Technology.pdf.aspx

Scholastic. (2017). BookFlix. Retrieved from http://sdm-bkflix.digital.scholastic.com/

Tech4Learning. (2017). Wixie. Retrieved from https://wixie.com/

World Book. (2017). Early world of learning. Retrieved from http://www.worldbookonline.com/ewol/home

World Book. (2017). World Book kids. Retrieved from http://www.worldbookonline.com/kids/Home