Standard 3: Information and Knowledge
Candidates model and promote ethical, equitable access to and use of physical, digital, and virtual collections of resources. Candidates demonstrate knowledge of a variety of information sources and services that support the needs of the diverse learning community. Candidates demonstrate the use of a variety of research strategies to generate knowledge to improve practice.
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Elements of Standard 3
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Reflection
Throughout my coursework and practicum, this was one of two standards in which I felt I grew the most. While I knew, and used, many of the search tips and tricks in Google searches, I did not appreciate the value of sites such as Kids GALILEO and Britannica School until working through my practicum. Research skills were often an integral part of my collaborative units during my practicum, and through developing these units with both my supervising media specialist and classroom teachers, I was able to gain a deeper understanding and appreciation for what they have to offer. There were two primary projects during my practicum which deeply integrated the use of these websites: Black History Month Posters, and the Night at the Museum unit. As an enrichment unit, and to help promote the school wide Black History Month Poster contest, I developed an enrichment unit with fourth and fifth grade teachers to help students research a famous African-American, and teach them how to use computer graphic tools such as Power Point to create posters. In order to meet the needs of students, I collaborated with the grade level teachers to analyze student data to determine class needs. Depending on need, I was able to give students varied levels of information through the use of Britannica School. Students or classes who were weaker in research skills were given lower level texts on their figures in order to find the information easier. Students who were stronger with their research skills received higher level texts, which contained more facts that students needed to read and determine importance and relevance. A similar project was also implemented with the second grade teachers. Students were tasked with writing a paragraph on a historical figure with their "live wax museum" at an upcoming PTA. Just as with the upper grades, I collaborated with teacher to analyze data and determine strengths and weaknesses in research skills and reading levels. Students were then assigned texts from Britannica School and Biography.com to fit their specific need. I also worked with teaching the second grade students who to look through the text in order to determine the important facts. Through each of these units, students were taught about the ethical use of information and photographs. Students in second grade discussed why it is important to place your own words in your writing instead of copying what is on the internet. Students in fourth and fifth grade also discussed plagiarism as well as discussing why people should not copy or save pictures from the internet to put on their own work without giving the photographer credit and/or asking permission. These lessons are what help to inspire my ethical use posters. |