Tag Archives: Information Literacy

AASL Top Digital Tools 2021: Checkology

AASL released its list of Best Digital Tools for Teaching and Learning 2021! This year’s list took into special consideration how well these tools work for remote/distance students. The resources enhance learning and encourage the following qualities:

  • Innovation/Creativity
  • Active Participation
  • Collaboration
  • User-Friendly
  • Encourages Exploration
  • Information/Reference

We share these resources every year and you can explore our archive of past recommendations here.

This FREE tool uses real world examples to teach critical-thinking and habits to evaluate today’s information landscape. Examples come from social media and news sites. Students learn to recognize reliable sources and dismiss false information.

Grades: 7-12

“Checkology is a current events application that shows middle through high schoolers how to successfully navigate today’s challenging information landscape. Students learn how to identify credible information, seek out reliable sources, and apply critical thinking skills to separate fact-based content from falsehoods.”

This quick post from Teachers First offers ideas for classroom activities that incorporate the tool. Get community reviews and pro/cons from this review of the app by Common Sense Education. And learn about the origins of Checkology from this in-depth article from Ed Surge.

Watch this 2 min video to see how Checkology works:

FREE Resources for teaching Digital Citizenship for Grades 9-12

free resources logo

CMLE encourages good digital citizenship and literacy! One of our fantastic school library members shared that the FREE digital citizenship curriculum provided by Common Sense Education has been very well-received at her school. So we wanted to make sure you know about this resource in case it may be useful to you!

Today we’re looking at the curriculum for grades 9-12. There are so many factors that go into information literacy and digital citizenship. It’s fantastic these skills are being taught with students, as more and more of life is spent online.
If you missed our previous posts for younger students, here are the links for grades 6-8, grades 3-5, or K-2.

Ninth graders learn about online tracking, how to protect not only their own but also the privacy of others online, red flags to watch for when forming online relationships, and more.

Tenth graders investigate active and passive social media use and the feelings produced with both, find strategies for combating hate speech, and more.

Eleventh graders learn about addictive technology design, how to consider their audience when communicating online, the ways clickbait benefits advertisers at the expense of misinformation, and more.

Twelve grade students explore the research on health effects of screen time, how filter bubbles feed us perspectives we already agree with, and more!

Information Literacy In The News: Fear

Fear. It’s such a common part of our days, we kind of take for granted that we are supposed to be afraid of all kinds of things.

Watching the news, getting updates on Facebooks, alerts on your phone – they are all filled with Scary Things! Be afraid!! All the time! What’s in that food! A politician said a thing! Something scary happened somewhere! Sharks are out there! Don’t talk to strangers! Barricade yourself in your home!!!!! THE WORLD IS ENDING!!!!!

https://www.flickr.com/photos/scottandjayne/28990973371
Hey, ducks are scary! Don’t judge….

So….yeah.

Except. This is all unnecessary. Most of us have very little to be afraid of in our daily lives.

We are living at one of the safest, most prosperous times in history. Things are not perfect, of course. (Libraries can keep working to make the world better!) But overall – this is the best time to be around!

If that sounds like some nuts-o statement – remember: News is stuff that is weird, outside the norm of what’s happening. That’s why it’s new. It’s interesting, and valuable; but if something is “news” then it’s not what usually happens. “News” means “things you probably don’t need to fear because they are unusual.”

I’m not the only one to notice that we are safe and prosperous. Lots. Of. People. Know.This.Idea.

Don’t be afraid of the ocean because of sharks – they don’t really want to eat you. Don’t be afraid to go outside – sunshine provides important health benefits. Don’t be afraid to talk to a stranger – they are probably just as nice as you are.

But of course, there are very reasonable fears. There are actual problems. Perspective is good though, so below you can find a bouquet of real fears and a little info to go with it. So let’s get some information literacy on this subject – let’s learn some facts that can help us to make good decisions based on good information.

Remember: Keep perspective! Don’t let fear run your day, or your life! Drop off all those foolish fears, and maybe give some thoughts to realistic fears.

At the very least – this will give you some interesting books to read! And, maybe you can develop a fun new, more realistic phobia! (No, please don’t do that!)

Note: the book links below take you to Amazon.com, where all the book descriptions come from. If you click on a link and then buy anything at Amazon, we get a teeny percent of their profits. Thanks!!! That money means a lot to us!

Cars

Cars are convenient and useful in a lot of ways. But they are a top cause of death for us, their pollution spews out for everyone to breath, and they require a lot of cost in infrastructure and space in roads, road repair, parking lots, and parking garages.

Motor vehicle crashes are a leading cause of death in the U.S.1, with over 100 people dying every day. 2 More than 2.5 million drivers and passengers were treated in emergency departments as the result of being injured in motor vehicle traffic crashes in 2015.1 The economic impact is also notable: in a one-year period, the cost of medical care and productivity losses associated with occupant injuries and deaths from motor vehicle traffic crashes exceeded $63 billion.” (from the CDC)

Try to get out and walk when you can – it’s good for your physical and mental health, reduces the pollution in the air you and your neighbors breath, and you reduce the damage to roads nearby. Do you live in a community that wants to force you into a car, even for quick trips, by denying you sidewalks? Feel free to notify your elected officials that encouraging walking is good for the community. Sure – your individual contribution to the issues isn’t huge, but it helps the community and it helps you individually.


Income Inequality

The massive inequality in income in our country is not just a matter of simple fairness – it’s a step in the toppling of countries throughout history. If money is staying with just a teeny number of people, then it’s not available to make an overall society stronger. So, just one small example of the problem: Glance over those pothole-ridden streets you can see everywhere, and try not to worry about the safety of the bridges you drive over every day – and wonder what could happen if the mega-wealthy humans and corporations paid taxes to be part of the community.

Not sure what to think? Read through a few sources to get ideas you can use to understand the problem.

Why Nations Fail: The Origins of Power, Prosperity, and Poverty, by Daron Acemoglu and James A. Robinson

“Based on fifteen years of original research Acemoglu and Robinson marshal extraordinary historical evidence from the Roman Empire, the Mayan city-states, medieval Venice, the Soviet Union, Latin America, England, Europe, the United States, and Africa to build a new theory of political economy with great relevance for the big questions of today…”

” $2.00 a Day: Living on Almost Nothing in America , by Kathryn Edin and H. Luke Shaefer

“After two decades of brilliant research on American poverty, Kathryn Edin noticed something she hadn’t seen before — households surviving on virtually no cash income. Edin teamed with Luke Shaefer, an expert on calculating incomes of the poor, to discover that the number of American families living on $2.00 per person, per day, has skyrocketed to one and a half million households, including about three million children. “

The Broken Ladder: How Inequality Affects the Way We Think, Live, and Die, by Keith Payne

” The levels of inequality in the world today are on a scale that have not been seen in our lifetimes, yet the disparity between rich and poor has ramifications that extend far beyond mere financial means. In The Broken Ladder psychologist Keith Payne examines how inequality divides us not just economically; it also has profound consequences for how we think, how we respond to stress, how our immune systems function, and even how we view moral concepts such as justice and fairness. “

Ticks

This is an increasingly scary problem – and something you should take seriously. (I love Permethrin; spray it on your clothes, shoes, hats, backpacks – and keep ticks away.) Here are just a few tick-related diseases, and this list keeps growing:

Antibiotic Resistance

Most of us have no memory of what people throughout history had to face. Small cuts can mean death. Illnesses that we can handle easily now wiped out millions of people. A burst appendix meant death for too many people. We are running out of antibiotics that can kill off dangerous bacteria – and there is not enough financial incentive for drug companies to develop new ones.

Read through a few resources here:

Japanese Knotweed

I had no idea this was even a fear I should have! But now that I know about it, I’ve nervously walked around my backyard while casting eyes toward my neighbors, to see if any of us have this invasive, destructive weed.

From the Minnesota Department of Agriculture: “Japanese knotweed forms tall, dense thickets that shade out and displace native vegetation, degrade habitat for fish and wildlife, can alter waterways, and facilitate erosion and flooding. Knotweed growth through pavement cracks and along paved surface edges can result in damaged pavement.”

Rising Oceans

Insurance companies know it. Cities, states, and small countries heading for the future know it. People living near the coastlines know it. Water levels are rising, and infrastructure is being affected.


Peep Team Information Literacy Training: Part Three (Public Library)

If you missed the first two installments of our Peep Team’s Information Literacy research work you can check them out here:

This week the Peep Team is really getting the hang of their Information Literacy work; but of course their skills constantly need to be used or they will not be strong.

This week they need to look up some information about starting a garden, and they thought they would find the best resources for their needs at the public library. They started at the Great River Regional Library System’s St. Cloud library.

 

Fortunately, the library was ready for this kind of important research, and they had a nice display up! The Peep Team knows that finding good material is easier when the library has a curated display already set up for them.

 

 

 

 

Well, this is really pretty – a very nice display! But the Peep Team is getting distracted from their mission! Get back to work, Team!

Step One: Identify Information Needs

 

Lucinda and Dan grabbed a book off the shelf. They thought it would be just what they needed for their report, but just a quick glance through it seemed to show that there was a lot more to gardening that they needed to know.

 

 

 

The Peep Team knew they wanted information on setting up a garden. They did not know much more than this. After they browsed the display of books, and other nice items, they found a flyer about an upcoming class where they could talk to a Master Gardner. This would a good idea, but they want to get more information today. So they need to take other steps.

The team assembled at the Reference Desk – knowing that asking questions of the library staff is usually the best way to narrow down their questions and to find the information they need.

Step Two: Locate and Retrieve Appropriate Sources of Information

Knowing the difficulties of going to find books they needed, Ariel The Librarian escorted them to the shelves to help them identify the best books that would meet their needs.

Having a library staff member along with you to help find books is so helpful. Locating books can be a challenge, so it’s handy to have someone who is experienced and knows where everything is located. And she was helpful about providing some suggestions on areas of gardening they had not considered when they were searching the catalog.

They got up close with some books, and spent some time discussing how different titles might meet their information needs. When starting with a pretty broad topic like “starting a garden” the Peep Team knows it is important to narrow down to a more workable thesis. They are discussing and collecting information to help them make those decisions. Some books can be easily eliminated. They are Minnesota Peeps, so they know they are unlikely to need books on tropical plans. And they know they will not be using greenhouses to garden (this time). So they pull out piles of books to look at more closely.

Step Three: Evaluate Information and Its Sources Critically

They found some potentially useful material and took it off the shelf to review.  As is true in any good library, this one has a lot of comfortable seating, and several places for people to gather to review materials, do some reading, and talk quietly with their fellow information seekers. They spent some time reviewing different books, and narrowing their topic.

 

Oh no, Peeps! They got tired doing all that work, and climbed under the blanket they brought in case it got cold in the library, and they took naps!! Peeps – this is not going to get your work done! Librarian Ariel is not pleased. They are jumping right back up from the naps, ready to start reading more books about gardening and to  make some good decisions about the materials they will need to produce a good final report.

 

Whew! Okay, they are back at work now, and they seem to have found some good books to read.

 

 

 

Step Four: Synthesize the information retrieved

They have found a variety of good resources here, and are taking notes on different ways to use it in their final presentation.

 

As they assemble the final information, they realize they have not included resources that would be appropriate for a younger audience. So they headed down to the Children’s Department to find some books they can recommend to people of all ages who may attend their presentation on gardening.

Step Five: Present newly acquired knowledge
so others can use it

They wanted to learn about some good presentation skills, so they went to the library’s Bookworm Bait Shop. While this is a static display, they gathered some ideas about strategies for presenting all kinds of information in a way that is interesting to an audience.

 

Of course the Peep Team is interested in Early Literacy! And again, this gave them some ideas on ways to present their ideas on gardening. Could they make handouts? Would a calendar, with dates for planting different items, be helpful for their audience?

Step Six: Translate these abilities and concepts to new
projects and disciplines

The Peep Team knows they want to be able to take the Information Literacy lessons they learned from this work, and to use them in other areas. Of course they are big fans of dogs in libraries. Could they work on learning more about dogs and literacy? Could they interview CMLE’s Official Office Dog, Lady Grey for her insights into the benefits dogs can bring to library work, and her important role in the workplace? There are a lot of interesting directions they could go with this, and lot of Information Literacy possibilities.

Oh no, Peeps! We want  you to take the message of Information Literacy to other groups – but this is not the right way to talk with Poppy!! An important part of good Info Literacy is remembering to read signs. And it’s important to work with new friends in a way that is comfortable for them. Poppy would not enjoy having a Peep Team parachuting down, even when they are there to discuss exciting new books they would all enjoy! (No Peeps or gerbils were damaged in this photograph. However, we strongly discourage anyone from standing on the roof of a gerbil cage! #SafetyFirst)

Over these three exciting projects the Peep Team has completed, you can see all kinds of useful ways Information Literacy skills can be used in libraries! What will they work on next?? Stay tuned to find out!

Peep Team Information Literacy Training: Part Two (Academic Library)

If you missed the first installment last week, you may want to start here: Peep Team Information Literacy Training: Part One (School Library)

When last we met up with our Peep Team, they had been very successful in their work with research and in using their information literacy skills. This week they have been asked to follow up on that, and to do some research in an academic library.

They visit the library at St. Cloud State University, and are confident they will find all the answers they need here!

Step One: Identify Information Needs

This week they are in search of information about large cats. They need more scholarly material this time, so they know that being in an academic library is the right place to find what they need. But they are immediately confronted by an enormous range of possibilities. They nervously started at the first station they found, but this is not getting them to the information they need.

Now what should they do???

They take some time to read the signs all around them, and to take stock of their surroundings.

Step Two: Locate and Retrieve Appropriate Sources of Information

Yes! Good work Peep Team!

When in doubt, find someone to ask. Libraries have teams of people who are ready to help you find information, no matter what you are looking for, or how hard your question might seem. St. Cloud State’s library has handy phones located around the library, available for users to ask quick questions as they search, to avoid going too far off their search.

Whew!

They found one book, but were not sure was exactly what they needed. And they knew they needed more material for their report, so they decided to go in search of more help to keep building up their resources.

Step Three: Evaluate Information and Its Sources Critically

Oh no, Peep Team!! You were doing so well!! Rules exist for a reason in a library!!

Here the team flagrantly flouts the rules requiring everyone to stay to the right when traversing the staircase. These stairs get a lot of traffic up and down, and staying safe is important for everyone.

(Spoiler alert: Not everyone stays safe.)

Come on, team. Get back to work!!

Okay, they are back on track and doing the right thing: meeting with a librarian to get help. St. Cloud State, like all libraries, has people at the Reference Desk who can help to bring in a variety of useful resources for their research.  You can tell that this is valuable, because the peeps are literally frozen in place as they hang on every word from the librarian.

This kind of personal attention and assistance is where a library really helps to make a library’s service valuable. Making these connections to the needs of their patrons is so important.

Using the information they learned from their work with the librarian at the Reference Desk, they returned to the stacks and they found a great resource! Look at that big, scary cat! The team is using a technique of “close reading” to analyze the text. (This is a little too close – generally we do not recommend standing on the books as a preservation issue. But we do recognize the challenges that come with being too short to easily grab large books.)

Step Four: Synthesize the information retrieved

As they started putting their work together, they found holes in their work – as everyone does. So they decided to find more material to ensure they were able to discuss all the material across their topic. Some of their material was in the closed stacks, so you can see how they were carefully walking down the aisle to find their material and avoid any problems on their way to retrieving their books.

Oh no! That level of care did NOT last! You can see that another patron pushed a button to compress the shelves, and the Peep Team started running. They ran and jumped for their travel bag – and most of them made it. Sadly, Alison tripped and was squished between the shelves. Yes, the nightmare of every library staffer who works in closed stacks came true for Allison: smashed in between the shelves and the closed on her.

(Don’t panic anyone. Allison is a Peep. She’s fine.)

Step Five: Present newly acquired knowledge so others can use it

And now the Peep Team is working together in a cubical at the library to assemble their presentation to their class. They were all so happy to see the resources the library had available to make their presentation easier to do. Putting it all together is crucial, and providing the tools to make it work was so helpful to the Peep Team!

Step Six: Translate these abilities and concepts to new projects and disciplines.

Rupert was so invigorated by Allison’s near-death experience in the closed stacks, that he translated that concept into a new ability to risk his life trying new death-defying ways. Libraries do NOT encourage that behavior.

However, the Peep Team also learned so much about tracking down new ideas and new skills for conquering Information Literacy skills. They are ready to take these skills to all new  places and to learn all new things.

Stay tuned next week when the Peep Team ventures out on yet another exciting Information Literacy Skills Adventure, this time in a public library!!

Do you want to learn more about Information Literacy? We want to talk about it! Join us for Summer Library Boot Camp on Tuesday June 26! “When people ask what we do in libraries, talking about Information Literacy will always be the right answer! In this session we will chat about the basics of Information Literacy, then talk about strategies for training different age groups and community groups. Identifying fake news is not a challenge; let’s help the communities we serve to understand the information that is both accurate and best for their personal needs!”

And here is some great info from Wesleyan University’s library: “Information literacy is a crucial skill in the pursuit of knowledge.  It involves recognizing when information is needed and being able to efficiently locate, accurately evaluate, effectively use, and clearly communicate information in various formats.  It refers to the ability to navigate the rapidly growing information environment, which encompasses an increasing number of information suppliers as well as the amount supplied, and includes bodies of professional literature, popular media, libraries, the Internet, and much more.  Increasingly, information is available in unfiltered formats, raising questions about its authenticity, validity, and reliability.  This abundance of information is of little help to those who have not learned how to use it effectively.

To become lifelong learners, we need to know not just how to learn, but how to teach ourselves.  We must acquire the skills necessary to be independent, self-directed learners.  An information literate person should be able to: 

  • Identify information needs and determine the extent of information needed.  Clearly and concisely define the question to be answered, and realize that the question may evolve.
  • Locate and retrieve appropriate sources of information.
    • Understand the structure of information: how is it produced, disseminated, organized, cataloged, stored, and retrieved, and how these factors vary by discipline.  For example, how do scholars or professionals keep up to date in and contribute to their field.
    • Use indexes and other search tools effectively and efficiently to find specific resources (e.g., select appropriate tools, formulate search strategies, use appropriate search techniques, evaluate results)
  • Evaluate information and its sources critically.
    • Understand different types of sources and formats, and how to use them.
    • Evaluate the relevance and reliability of the information retrieved.
  • Synthesize the information retrieved, integrate it into one’s current knowledge base, and successfully apply it to the original information need.
  • Present this newly acquired knowledge so that others can use it.
    • Determine the audience’s needs and the best presentation format; know the standards and criteria for presenting information in the relevant subject/field/discipline.
    • Properly cite sources: direct the audience to sources of further information and acknowledge one’s sources.
  • Translate these abilities and concepts to new projects and disciplines.