Digital Classroom:
Teaching Information Literacy with Primary Sources
Next sessions:
EDUC 744 951 June 16 - August 10, 2008
EDUC 744 951 September 22 - December 5, 2008
3 graduate credits
Online - no travel to campus required
Description
Help your students go beyond Google and add excitement to your curriculum. Learn how to develop your students' critical thinking skills to organize, evaluate and synthesize primary source information from online resources. Course content and activities are appropriate for all curricular areas, with special benefits for history and social studies, and talented and gifted learners.
Purpose of the Course
Most students need continued training in accessing and evaluating information; many students need skills development in designing research questions and a research strategy, as well as conducting effective Internet or database searches, synthesizing the information, citing sources, and avoiding plagiarism.
Because of the escalating complexity of web-based resources, educators and students are faced with diverse, abundant information choices. You will have hands-on experience integrating instructional techniques including how to access the needed resources, how to teach students to research information efficiently, how to evaluate information and sources critically for authenticity, validity, and reliability and incorporate selected information into one’s knowledge base.
National and state standards for information literacy and the National Educational Technology Standards for students and teachers address using primary resources. Curriculum specific standards such as the National Council for Social Studies Curriculum Standards for Social Studies and The National Standards For History for Grades K-4 also emphasize student use of various kinds of primary sources in inquiries about topics in history.
Comments from Past Participants
Learning Outcomes
Upon completion of the course, students will be able to:
- Apply current research on teaching and learning with primary sources when planning learning activities
- Research and evaluate primary sources and web based primary resources that maximize student learning, address learner needs, and affirm diversity
- Analyze an instructional curriculum problem and integrate a variety of primary resources including information from local, state and national libraries, archives, and museums in a variety of subject areas including science, math, social studies, literacy curriculum, and the arts.
- Teach inquiry and research skills using various search systems to retrieve primary sources in a variety of databases and complex archival collections.
- Demonstrate how to teach citation of sources according to type and evaluate the authority and reliability of information.
- Apply instructional strategies for interpreting and organizing evidence found in primary source documents and design developmentally appropriate lessons that apply information literacy skills
- Demonstrate strategies for developing interdisciplinary and cross-disciplinary activities and assess effectiveness in advancing student learning when using primary sources
- Facilitate the development of information technology skills among K-12 students while integrating the use of electronically accessible primary sources that address content standards and student technology standards.
Instructor:
Mary Alice Anderson - background information
Prerequisites
Hardware and Software Requirements
What are the minimum technology requirements?
Complete the system checkup on this website, https://uwstout.courses.wisconsin.edu/
by clicking on the link that says: Check your system.
Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk.
If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout . Help is available 7 days a week.
• 1-888-435-7589 select option 3
, or
• 1-608-264-4357 select option 3
All projects will be exchanged by posting to the course DropBox, and your peers and instructor will provide suggestions and comments by posting to the discussion board.
Take a few minutes to review the Frequently Asked Questions, (FAQs).
Registration
Tuition is payable by university billing, MasterCard, or Visa.
Participants may select the payment plan option in fall and spring, but it is not available during summer session. Refund policy
Enrollment is limited to twenty participants; register online .
Check out the list of additional online classes.
For additional information, e-mail your comments or questions to:
Contact: Joan M. Vandervelde
Online Professional Development Coordinator
School of Education
University of Wisconsin - Stout
Menomonie, WI 54751
phone: (715) 642-0209
fax: (715) 232-3385
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Orientation Activities
After you are enrolled, complete the orientation activities, and review the Student Expectations and
Responsibilities and Academic Expectations and Dishonesty Policy .
Alignment with National and Wisconsin Standards
Course objectives are aligned with Wisconsin Standards Teacher Development and Licensure 4, 7, and 10.
Alignment with Wisconsin Model Academic Standards Information and Technology Literacy: Wisconsin Department of Public Instruction, 2000.
B. 12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge and come to a reasoned conclusion.
Alignment with National Educational Technology Standards for Teachers, International Society for Technology in Education, 2002 III, V
Alignment with Information Literacy Standards for Student Learning, American Association of School Librarians and American Association of Educational Communications and Technology, 1998
The course aligns with all national information literacy standards, especially:
I. The student who is information literate accesses information efficiently and effectively.
4. Identifies a variety of potential sources of information
II. The student who is information literate evaluates information critically and competently
2. Distinguishes among fact, point of view, and opinion
III. The student who is information literature uses information accurately and creatively
2. Integrates new information into one’s own knowledge
3. Applies information in critical thinking and problem solving
V. The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
3. Develops creative products in a variety of formats
VII. The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Seeks information from diverse sources, contexts, disciplines, and cultures
VIII. The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
1. Respects the principles of intellectual freedom
IX. The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.
1. Shares knowledge and information with others
2. Respects others’ ideas and backgrounds and acknowledges their contributions
3. Collaborates with others, both in person and through technologies to identify information problems and to seek their solutions
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