Creating the RTM Information Literacy Curriculum

LaVerne MotleyDistrict Library Coordinator

Where we started

• Out-dated Library Scope and Sequence• Staff inventory of RTM library skills

taught as of that date• PA Guidelines for School Library

Information Programs• Recommendations from an RTM

Library Program Study• ALA Information Literacy Standards

How we proceeded

Examined best practices :

• Books• Journals• Web searches• Conferences• Workshops• Sample curricula

from other districts

School visitations:• Hunterdon SD• Ephrata -- MS/HS• Londonderry SD• Radnor MS/HS• Tredyfferin-

Easttown – MS/HS• Strath Haven HS• Others

Who first participated

• District Library Coordinator• High School Librarian• Middle School Librarian• Two Elementary Librarians• Elementary Teacher• Elementary Technology Coordinator• District Technology Specialist

First Year’s Progress: 1999

• Mission statement• K-12 information literacy objectives• Rose Tree Media Research Process• Process guides for primary,

intermediate and secondary students• Collaborative teaching experiences

with RTM Protocol and guided questions

Mission Statement

The mission of the library program in the Rose Tree Media School District is to provide an active learning environment which ensures that each student has the opportunity to become an independent, effective, and responsible user of ideas and information.

In pursuit of this mission, our school library program will...

• Provide collections that address the diverse interests, multicultural backgrounds and varied ability levels of our students.

• Provide resources and learning experiences which will foster life-long learning.

• Promote student literacy through individual and group activities.

• Work collaboratively with teachers to provide relevant learning experiences across the curriculum.

• Provide access to information in a variety of formats through systematic learning activities which develop strategies for selecting, retrieving, evaluating, synthesizing and communicating that information.

Rose Tree Media Research Process

• We felt that we could not proceed with writing a curriculum unless we developed a research process on which to build.

• After examining many samples, we based ours on the Big6 Research Skills of Eisenberg and Berkowitz, but tailored it to meet the unique needs and mission statement of RTM.

• Our goal was to define those attributes we wanted each student researcher in the Rose Tree Media School District to attain.

Examined Steps in the Big6• Task definition• Information seeking strategies• Location and access• Use of Information• Synthesis• Evaluation

Steps in RTM Research Process• Determines information needs

• Develops a plan of information seeking strategies

• Gathers information using a research plan

• Uses information

• Thinks and applies information

• Evaluates the process and product

The student researcher in the

Rose Tree Media School District . . .

will develop the following skills:

Determines information needs• Completes preliminary

assignments prior to research• States purpose of research• Explores options through

background reading• Narrows topic to manageable focus• Considers format for

communicating results

Develops a plan of information seeking strategies

• Formulates appropriate questions• Considers possible sources • Considers locations of sources• Keeps a list of possible sources• Prioritizes potential information sources• Identifies keywords and Boolean

operators for searching• Plans time and coordinates with others

to meet deadlines

Gathers information . . .using a research

plan • Searches the OPAC to find print

sources• Searches electronic sources using

appropriate search syntax• Accesses alternate sources (e.g.

vertical file, personal interviews, non-print materials)

• Adds keywords, repeats steps, modifies search as needed

Uses information• Evaluates sources for authenticity and

relevance• Reads for significant facts and concepts• Views/listens for significant facts and

concepts• Extracts appropriate facts and concepts

which relate to the information problem• Records information in appropriate format

Records bibliographic information and credits appropriate sources

• Assembles sufficient information to satisfy purpose of research

Thinks and applies information• Integrates information from a

variety of sources• Compares and contrasts • Makes inferences• Draws conclusions• Constructs meaning• Builds connections to prior

knowledge• Communicates findings within the

parameters of the assignment

Evaluates Process and Product• Reflects on the level of product

success• Identifies process strengths and

weaknesses• Identifies areas of personal interest

generated by the research

Language Arts Standards adopted in

2000!• Standards 1.8 a,b &

c address research• Language arts

curriculum written in summer 2000

• Library Coordinator serves on L.A. writing team for research component

• Two language arts teachers join Information Literacy writing team

• Standards-based draft is completed

• Collaborative teaching experiences continue

2001 Brings RTM Usage Manual • High school, middle school and

elementary school librarians write M.L.A. Style Sheet

• Bibliography cards are created to assist students in citing sources K-12

• Librarians promote collaborative teaching model using RTM Protocol

• Librarians showcase online resources, M.L.A. Style sheet and bibliography cards at in-services and workshops

Summer 2002 Rewrite

•RTM Information Literacy Curriculum is completed!•It is presented to the Board of School Directors . . . and approved!

Promotion of curriculum and supporting resources continues• In-service day offerings• Departmental and grade level

meetings• Flex Workshops• New teacher teas• Back-to-school night handouts• PTG Presentations• Articles for school publications

Continued Revisions

• Elementary curriculum was revised in the summer of 2005.

• Research process for primary grades was simplified to Plan, Do, Review.

• Secondary librarians update curriculum during summer of 2006.

• Secondary librarians create a scope and sequence during the summer of 2006.

• Elementary scope and sequence follows in 2006.

A. A.S.L. Designs New Standards• In 2007 a draft of new -- not revised --

standards is released for feedback from A.A.S.L. members and adopted in 2008.

• New standards target 21st century information skills, resources and tools.

• All standards-based curricula for information literacy will need to be re-written to support the 21st century standards as the cycle begins anew!

AASL Provides Support• Standards for the 21st Century Learner• Learning 4Life• Standards for 21st Century Learner in

Action• AASL provides training sessions for

implementing 21st century standards.• AASL/Britannica publishes online

Planning Guide for Empowering Learners

RTM Begins Rewriting • New Information Literacy Curriculum is

planned for RTM in 2010-2011

• Flex workshops are scheduled for district librarians once a month during the year

• Librarians will follow the same procedures for developing a new curriculum

• Goals: New mission statement, scope and sequence, and information literacy curriculum

Rose Tree Media School DistrictLaVerne S. MotleySprington Lake Middle School1900 N. Providence RoadMedia, PA. 19063

610-627-6517lmotley@rtmsd.org