Name: Angela Kitchens

A. Format of the Information Literacy Unit Plan

Academic Subject(s): Science
Topic(s) of Unit: Different types of rocks
Grade Level(s): 3rd grade
Standards Integrated into the Unit Plan (not information literacy standards):
Student Content Standards
Standard 1.0 Skills and Processes
Students will demonstrate the thinking and acting inherent in the practice of science.
Topic
A. Constructing Knowledge
Indicator
1. Gather and question data from many different forms of scientific investigations which include
reviewing appropriate print resources, observing what things are like or what is happening
somewhere, collecting specimens for analysis, and doing experiments.
Objectives
a. Support investigative findings with data found in books, articles, and databases, and
identify the sources used and expect others to do the same.
Standard 6.0 Environmental Science
Students will use scientific skills and processes to explain the interactions of environmental
factors (living and non-living) and analyze their impact from a local to a global perspective.
Source: Maryland State Department of Education. (2006). Using the state curriculum: science,
grade 3.Retrieved from
http://mdk12.org/instruction/curriculum/science/standard1/grade3.html.
Learning Objectives for 5-Day Unit:
Students will be able to follow an inquiry based process to answer questions
Students will be able to use a Webquest and Internet search engines to find information
about the different types of rocks
Students will be able to locate and evaluate websites and cite their sources
Students will be able to use gathered information on the different types of rocks to create
and share a Glogster poster
Information Literacy Objectives:
Define the information need:
- The teacher will identify two questions (What are the three different types of rocks?
How are these rocks formed?) that will help students with their investigative process.
Locate information:
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-Students will use a Webquest to search and locate information on the three different
types of rocks and how they are formed and/or created
-Students will answer a series of questions and use a not taking sheet to record
information found in the Webquest and from the Internet search engine.
Process the information:
- Students will use a checklist to evaluate the authority, accuracy, objectivity, currency,
and usefulness of the information on various websites
-Students will use the checklist evaluation to determine if the website will be useful for
their task
Create and communicate results:
-Students will create a Glogster poster that includes a title, content related to facts about
the different types of rocks, an organized layout, two images of each type of rock, two
interesting facts, and references
-Students will share their Glogster poster with their classmates, teacher, and the school
community (if applicable)
Cite the sources used in a correct format
-Students will keep track of the websites they used to gather the information for their
Glogster in order to create a bibliography
-Students will keep track of the websites they found their images on in order to include
these websites in their bibliography
Assess process and product:
-The teacher will evaluate the students Glogsters

Prerequisite Student Skills:

Students will have prior knowledge on how to use basic computer skills and skills on how to
access the internet. Also, students will know how to use internet search engines to locate images
and information on topics.
Materials:
Questions: What are the three types of rocks? How are these rocks formed and/or created?
displayed on two different PowerPoint slides
Promethean Board
Laptop
Projector
Pencils
Computer lab access (to ensure each student has a computer to work with)
Webquest: http://zunal.com/webquest.php?w=82979
Printouts: Each printout will be under the corresponding days activities/procedures):
Useful Websites
Note taking sheet on different types of rocks
Two interesting facts organizer
Website evaluation worksheet
Poster Rubric
Student Evaluation Rubric
Teacher Evaluation Rubric
Glogster Poster Instructions with rubric
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Brief Overview of Unit:

The purpose of this unit is to introduce students to the topic of different types of rocks and how
they are formed. Also, the unit focuses on getting students to use a Webquest to complete tasks
that will help them learn more about the different types of rocks and how they are formed. The
students will use an investigative process to find and locate information related to finding
information about the different types of rocks. The final part of the unit concludes with students
working with partner to use the information gathered throughout the week and creating a
Glogster poster where they will include information they have found and demonstrating their
comprehension on the different types of rocks and how they are formed.
Teacher To Teacher:
This is a Science based unit plan that seeks to introduce media and information literacy skills.
Before beginning the unit plan, you need to make sure you have all of the printouts prepared and
have knowledge of how to use Glogster. Also, it is important to test the projector and Promethean
board the day before you start the unit plan to make sure there are no technical problems. Make
sure you arrange time slots for your students to go to the computer lab for a week in order to
complete the Webquests and assignment. If you have any students that need accommodations,
adjust the lesson for them or pair them with someone that can guide them along without doing
everything for them. Make sure to go over the safety rules of using the internet before they begin
the assignment. Also, when having students work with their partner on their Glogster; allow
enough time so that a good chunk of the work can be completed in school as not all students may
have access to the Internet to work on it at home. I adjusted the activities a little, so they did not
do every activity on the Webquests site Good luck!
Procedures/Daily Activities (All instructional worksheets will be labeled with the day they
correlate)
Day 1 (45-50 minutes)
1. Take students into the computer lab and explain that they will be using a Webquest to find
answers to two questions.
2. Turn on the Promethean Board and display the powerpoint slides with the two questions
for the students to use. Choose a student to read the first question: What are the
different the different types of rocks? Choose a student to read the second question:
How are these different types of rocks formed?
3. Next, inform students that they will be using the Different Types of Rocks (see Day 1
worksheet) handout to answer a series of questions of rocks that will help them find out
the different types of rocks and how they were formed.
4. Pull the Webquests up on the projector and review the different pages and expectations of
using the activities.
5. Review the sections that you want students to complete on the Webquests. ( I will only
have my students view the welcome page, read the task page, and complete the process
section)
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6. Leave the sections that the students are to complete written on a chart paper that will
change on the chalkboard as a reference for the students.
7. Pass out the Different types of rocks handout and tell students that they have 25 minutes
to browse through the sites under the process tab of the Webquest to locate and record
information to help them answer the questions on their handout.
- Students that will need accommodations will be given an extra 15 minutes to
complete their handout, if they need it (Most of my accommodated students are ELL
students
8. Place the time on the chalkboard for students to keep track of how much time goes by.
make sure to walk around and monitor that the students are on task.
9. As time draws to a close, alert students of how much time is left.
10. Once time stops collect the Different types of rocks to see if more time will be needed
the following day.
Day Two (45-50 mins)
1. Pull the Powerpoint Slide with the two questions: What are the different types of
rocks? and How did these types of rocks form? on the Promethean Board.
2. Remind students that they are using the questions to find out about the different types of
rocks and how they form.
3. Next, display a specific website (one the students will be familiar with) on the
Promethean Board and inform students that they will be conducting their own online
research with various websites to find information related to the different types of rocks
and how they are formed.
4. Pull up a blank Microsoft word document and display it on the Promethean Board and
ask students how they could begin searching the internet to find information related to the
different type of rocks.
5. Write down the ideas the students provide you on the blank Word document. (Make sure
to enlarge the font for everyone to see)
6. Then, discuss with students the importance of using keywords when searching for a
specific topic. Also, tell them that each of them will get three Website Evaluation forms
to fill out when assessing the websites they get information from. Explain to them that the
evaluation sheet will help them understand how to properly assess a websites authority,
currency, objectivity, and relevance.
7. Students will place the Website Evaluation sheets to the side. Next, you will need to
place each of the students into groups of 2 or groups of 3 and tell them that they will be
working with their partners for the final assessment.
8. Pass back out the incomplete Different types of rocks worksheets for students to finish
from the previous day. (5 mins)
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9. Next, ask students to use one of their website evaluation sheets to find some information
about how the different types of rock form. Students will complete this task within 15
minutes (This will give an introduction for the next days activities).
10. Collect the Different types of rocks worksheet at the end of class
Day 3 (45-50 mins)
1. Pull the Powerpoint Slide with the two questions: What are the different types of
rocks? and How did these types of rocks form? on the Promethean Board.
2. Remind students that they are using the questions to find out about the different types of
rocks and how they form.
3. Put a copy of the website evaluation on the projector and remind students that they have
to use their last two sheets to evaluate the websites they choose to get their information.
4. Next, pull up www.glogster.com to introduce the Glogster Poster assignment.
5. Have a student pass out the Glogster Poster Assignment with rubric paper, so students
can follow along as you read the expectations of the assignment.
6. Have students move themselves together with their partners they were assigned with for
the project.
7. Read the Glogster Poster Assignment to the class and explain your expectations of what
needs to be included in their poster. Also, review the rubric that is on the same sheet as
the assignment to clear up any misconceptions or misunderstandings.
8. Allow the partners 20 minutes to browse through the website to see the various tools they
will be using to create their poster.
9. Remind students to place their Website Evaluation and Glogster Assignment with the
rubric sheets in their Science folders and to bring back to class everyday.
Day 4 (45-50 mins)
1. Pull the Powerpoint Slide with the two questions: What are the different types of
rocks? and How did these types of rocks form? on the Promethean Board.
2. Remind students that they are using the questions to find out about the different types of
rocks and how they form.
3. Put a copy of the Website Evaluation on the projector and remind students that they
have to use their last two sheets to evaluate the websites they choose to get their
information.
4. Next, pull up www.glogster.com to review the Glogster Poster assignment.
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5. Inform the groups/partners that they do not have to have the same responses of the
websites they evaluate as long as they are evaluating the same website.
6. Pass out the Interesting Facts sheet that students will record their two interesting facts
per rock on. (Inform all students that they do not have to write down the exact same word
for word interesting factsas long as its clear they have the same facts as their
partners/group)
7. Pass out the Useful Websites sheet for the groups/partners to use to locate the two
interesting facts they have to find as a group to put on their Glogster poster.
8. Instruct the students that they will have 40 minutes to search the Internet for their
resources and that they must have two different sources on their Website Evaluation
sheets.
Day 6 (45-50 mins)
1. Pull the Powerpoint Slide with the two questions: What are the different types of
rocks? and How did these types of rocks form? on the Promethean Board.
2. Remind students that they are using the questions to find out about the different types of
rocks and how they form.
3. Put a copy of the Website Evaluation on the projector and remind students that they
have to use their last two sheets to evaluate the websites they choose to get their
information.
4. Next, pull up www.glogster.com to review the Glogster Poster assignment.
5. Have groups/partners pull out their Glogster Poster assignment with rubric and begin
creating their Glogster posters once they finished gathering their information.
6. Allow partners/groups 45 minutes to work on their Glogster Poster and let them know
that they will get the first 15 minutes tomorrow to put finishing touches on their poster.
Day 7 (45-50 mins)
1. Allow groups/partners the first 15 minutes to put finishing touches on their Glogster
posters.
2. Once the 15 minutes is up, have the partners/groups stop what theyre doing and leave
their Glogsters up on one of the partners desktops.
3. Pass out a Group Members sign to each group/pair and have them write their names on
this sign and place in front of their desktops, so their classmates will know whose
Glogster theyre assessing.
4. Remind students that they are using the rubrics to assess other partners/groups Glogster
and to be fair and kind. (10 minutes to give every student to walk around and view the
Glog posters)
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5. Once everyone has finished, collect the rubric evaluations from each student
6. Provide students with a conclusion and remarks on their finished posters and pass out the
student rubrics to each group/partners.

Day 1 instructional sheet

Name:_______________________________

Date:____________________________

Different Types of Rocks

Answer the following questions as you explore through the Webquest. Please use
complete sentences. Rock on!
1. What are the three types of rocks?
a. ____________________________________________________________________________
b. ____________________________________________________________________________
c. ____________________________________________________________________________

2. What are some of the physical properties of these rocks?

______________________________________________________________________________
______________________________________________________________________________
3. How does each of these rocks form?
Name of rock 1________________________
______________________________________________________________________________
______________________________________________________________________________
Name of rock 2________________________
______________________________________________________________________________
______________________________________________________________________________
Name of rock 3_________________________
______________________________________________________________________________
______________________________________________________________________________

Day 2 instructional sheet

Name(s):________________________________

Date:_______________________________

Url:____________________________________
Website Evaluation

1. Is it clear who has written the information? (Who is the author? Is it an organization or an
individual person?)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Are the aims of the site clear? (What are the aims of the site? What is it for? Who is it for?)
______________________________________________________________________________
______________________________________________________________________________
3. Does the site achieve its aims? (Does the site do what it says it will?)
______________________________________________________________________________
______________________________________________________________________________
4. Is the site relevant to me?
List five things to find out from the site.
______________________________________________________________________________
______________________________________________________________________________
5. Can the information be checked? (Is the author qualified to write the site?)
______________________________________________________________________________
______________________________________________________________________________
6. When was the site produced? (Can you check to see if the information is up to date and not
just the site?)
______________________________________________________________________________
______________________________________________________________________________
7. Is the information biased in any way? (Is it a balanced view or does it only give one
opinion?)
______________________________________________________________________________
______________________________________________________________________________
8. Does the site tell you about choices open to you? (Does it tell you about other ideas?)
______________________________________________________________________________
______________________________________________________________________________
Questions taken from http://www.asparis.net/lowerschool/quickreview/www.quick.org.uk/summaryprint.htm

Day 3 instructional sheet

Glogster Poster Assignment

Hello students! I hope you are ready to use the information you have learned about the
different type of rocks and how they are formed!
You will be using a website called Glogster to create an online poster with a partner(s)
using information you have learned about the different types of rocks.
Glogster is an online website where people can create posters for different purposes, but of
course, all will be creating one to demonstrate your newfound knowledge on rocks.
Tasks:
1. Go to www.glogster.com and I will provide each group with a slip with the login and password
to login under my classroom account.
2. Once you are logged in, you will have to create a new Glog:
- Click Poster Glog
- All Glogster templates will have graphics and other items that can deleted by dragging them to
the to the trash bin icon
-Click Tools
-Click Wall (this will allow you to choose a background for your poster); make sure you show
creativity throughout the poster
-Click graphics (different categories will show and you will have to choose a category to find
images related to what you are looking for); if you cannot find an image use the helpful websites
handout to find an image online and click the paperclip icon to link the image you find to the
poster
-Click text (this will allow you to create and write text boxes throughout the poster and how you
will create your posters title)
-Follow the appropriate steps to get your Glogster completed
-Refer to your rubric to see if you are meeting the criteria for each section
-If you need assistance place the red sticky on the top of your desktop, so I now you need
assistance.
Follow the rubric below to make sure that you include required criteria.
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Glogster Rubric/Student Evaluation Rubric

CATEGORY
Title

5
The title does not
show that the
poster is about
different types of
rocks.

10
The title hints at
rocks, but not
what the focus of
the poster is on.

Content/Layout The layout of the Some signs of

poster is not
organization are
organized or neat. shown, but there
is no clear layout.

15
The title is
somewhat clear
on the content of
the poster.

20
The title is clear on
showing that the
poster is about the
different types of
rocks.

There is some
The poster layout and
organization and organization are done
clear layout in the clearly and neatly.
poster.

Creativity

The poster shows The poster shows The poster shows The poster shows
little to no
a little bit of
some creativity. creativity and
creativity.
creativity.
originality.

Two images of
each rock

Every rock type Some rocks have Two out of the

All of the rock types
does not have an two images, but three rocks have have two images on
image
not all.
the images, but
the poster.
one does not have
two images.

Two interesting No interesting

There is
One interesting
facts
facts are included interesting
fact is on the
on the poster.
information, but poster.
they are not facts.
References

No references are A few references

included in the
are used, but not
poster
all.

Two interesting facts

are included on the
poster.

References are
All references are
included, but one included.
or two are missing

Day 4 instructional sheet

Useful Websites
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This website will show you who has registered a web site; this information that is
helpful in determining objectivity and authority.
www.domaintools.com
The following websites are different search engines made to help keep you safely
find information related to your topic.
www.sweetsearch.com
http://www.squirrelnet.com/search/ajk/ask_kids.asp
http://www.safesearchkids.com/
This is a website that can help you locate images for your assigned
holiday/celebration.
www.lycos.com
The following two websites can help you properly cite the sources you obtained
your information from in APA format. Choose which one works best for you!
http://elementary.oslis.org/cite-sources
http://education.bluevalleyk12.org/KidBib/

Day 4 instructional sheet

Name:______________________________

Date:_______________________________
12

Interesting facts
Use the following organizer to write down two interesting facts you find on the Internet for
each of the different types of rocks.
Sedimentary Rock

1. ____________________________________
______________________________________

Retrieved from www.geology.com

2.____________________________________
______________________________________
Igneous Rock

1. ____________________________________
______________________________________

Retrieved by www.geology.com

2.____________________________________
______________________________________

Metamorphic Rock

1. ____________________________________
______________________________________

Retrieved from www.geology.com

2.____________________________________
______________________________________

Extension Activity:

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The following is a Webquest that students can complete to help them understand how the
different types of rocks are used in our everyday lives. This Webquest can be used after students
complete assessing and presenting their Glogsters.
http://www.nhm.ac.uk/education/online-resources/webquests/launch.php?
webquest_id=10&partner_id=hist
Student Assessment and Evaluation
This is the rubric the students will be given to understand how they should go about creating
their project and the total points for the poster. The same rubric will be used for students to
evaluate one anothers Glogsters.

Student Evaluation
Group #____________________________________
CATEGORY
5
10
15
Title
The title does not The title hints at The title is
show that the
rocks, but not
somewhat clear
poster is about
what the focus of on the content of
different types of the poster is on. the poster.
rocks.
______
______
______
Content/Layout The layout of the There is a layout There is a clear
poster is not
to the design of
layout design to
organized or neat. the poster. The
the poster. The
The content of
content discusses content includes
the poster is
some facts about relevant facts
limited to basic the rocks.
about the rocks.
facts.
______
______
______
Two images of Every rock type Some rocks have Two out of the
each rock
does not have an two images, but three rocks have
image.
not all.
the images, but
one does not have
two images.
______
______
______
Two interesting No interesting
There is
One interesting
facts
facts are included interesting
fact is on the
on the poster.
information, but poster.
they are not facts.
______
______
______
References

No references are A few references

included in the
are used, but not
poster.
all.
______

______
______
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20
The title is clear on
showing that the
poster is about the
different types of
rocks.
______
The layout design of
the poster is clear and
neatly done. The
content goes beyond
basic facts about the
rocks.
______
All of the rock types
have two images on
the poster.
______
Two interesting facts
are included on the
poster.
______

References are
All references are
included, but one included.
or two are
missing.
______
______

Total points: 100

Rubric created on http://rubistar.4teachers.org/

Student Names: _______________________________________________________

Teacher Evaluation Rubric

CATEGORY
Note Taking
Sheet/Handout

Website
Evaluations

Cooperation

The note taking

sheet and handout
are incomplete and
have no
information related
to the three
different types of
rocks.

The note taking

sheet and handout
are completed, but
with little
information related
to the three
different types of
rocks.

The note taking

sheet and handout
are completed, but
missing some key
information related
to each of the three
different types of
rocks.

The note taking

sheet and handout
are completed with
key information
related to each of
the three different
types of rocks.

______

______

______

There is no
website evaluation
of the sources used
in the Glogster.

There is one
website evaluation
of the sources used
in the Glogster.

There are two

website
evaluations of the
sources used in the
Glogster.

There are three

website
evaluations of the
sources used in the
Glogster.

______

______

______

______

Had issues
working with my
partner throughout
the task.

______
Glogster

All of the
requirements for
the Glogster are
not met in one or
more sections of
the Glogster. There
is no
comprehension
shown of the
subject matter.

Had some issues

working with my
partner in some
parts of the task.

______
Some of the
requirements of
the Glogster are
met while others
are not. There is
little to no
comprehension
shown of the
subject matter.

______
______
Rubric created on http://rubistar.4teachers.org/

Had issues with

my partner that
was resolved
during the task.

______

Had NO issues
with my partner
throughout the
task.

______

______

The requirements
of the Glogster are
met in all sections.
There is little
comprehension
shown of the
subject matter.

The requirements
of the Glogster are
met in all sections
and demonstrate
full comprehension
of the subject
matter.

______

______

B. Analysis of Information Literacy Lesson Plan

I decided to use the Webquests and activities to achieve my goals because I found them to
be grade level appropriate and they promoted information and media literacy with the students.
The activities help with the information literacy objectives in Part A because students are able to
15

complete tasks within the Webquests and on their own to complete the investigative process of
answering the questions What are the different type of rocks? and How are these in students
locate and use information they find to fill out their handouts and learn about the different type of
rocks. Furthermore, the lists of useful websites and search engines helped students locate sources
of information to help them create their Glogster poster. The search engines helped students
locate different websites with information that would help them create their Glogster and give
them an opportunity with learning how to evaluate websites. Also, the use of creating a Glogster
allows students an opportunity to work with a multimedia resource and become familiar with
how they can use Web 2.0 tools for educational purposes and goals.
I wanted to make sure that the activities in my unit plan met the content standards I
chose. I believe I achieved meeting the standard Students will use scientific skills and processes
to explain the interactions of environmental factors (living and non-living) and analyze their
impact from a local to a global perspective (MSDE, 2006). I believe I met this standard by
having students complete an investigative process when they completed the Webquests and had
to search the internet to locate and find information to answer the questions What are the
different types of rocks? and How are rocks formed? This was a process of scientific and
inquiry based skills. Also, the students were able to meet the content standard students will
demonstrate the thinking and acting inherent in the practice of science (MSDE, 2006). I believe
students met this standard by using their investigative and research skills to locate information in
order to create their Glogster posters.
This unit plan fits into my curriculum because my students are learning about the
different types of rocks and the rock cycle. Also, students are familiar with using the internet, but
are not familiar with using Web 2.0 tools or using information literacy skills because they have
not had the opportunity to receive instruction on information literacy this year. I think this
activity will pique their interest in wanting to learn more about information literacy and media
literacy in the future. This unit plan was appropriate form my particular students because they
have an interest in using the internet and exploring the different resources available to them on
the internet that can help them learn about material they may not know about. Also, I have a
relatively large class size where it would be easy for me to place students in groups of two or
three to complete the Glogster assignment. The use of pairing students with IEPs or ELL students
with students that could assist them, when needed, was easy for me to do with my group of
students because I have many student in my class that excel with reading and using the
computers and Internet. I know that not all students have access to the internet at home or access
to public libraries, so I allotted a specific amount of time for each class period to make sure that
students could finish in a timely and fair manner.
C. Reflection on Unit Lesson Plan
Your Learning about Information and Media Literacy:
Over the course of the semester I have become acquainted with different information and
media literacy components. My unit plan uses Glogster which is a Web 2.0 tool and I was
familiar with this tool because I used it during my undergraduate studies. I must say that I was
not aware that you know have to pay to use Glogster for a group of students. Not to get off topic,
but I enjoy using Glogster and found that it would be an appropriate assessment tool to have
students use because of the ability to be creative and become acquainted with a different web
tool that I knew most if not all were unfamiliar with. I knew that the use of creating a Glogster
poster would be appropriate for the content and information that the students would be gathering
while completing the Webquests.
This unit plan reflects my philosophy of learning because I am a huge believer in
teaching this generation of students about the resources and uses of the internet. I believe that it
16

is important to teach children literacy skills related to the internet and material they use that is in
print. Students are not always aware of how to evaluate websites or use online resources to locate
and find information for different purposes and this unit plan is a prime example of how I can
teach and encourage these skills to my students. Furthermore, students are not knowledgeable of
the different Web 2.0 tools they can use for educational purposes and I think its important to
teach and introduce them to these tools because they are more likely to have to be required, as
they get older, to use some of these tools in their education, so why not encourage and spark
interest in them now with these tools and teach them the literacy skills they will need to
understand how to use these tools.
I enjoyed creating this unit plan because it opened my eyes to the different options I have
of creating unit plans. Of course, this type of planning can be time consuming and frustrating,
but I believe that it will be all worth it once I see the benefits my students gain from these type of
activities and unit plans. After all my wanting to be a teacher in the first place is because I like to
see children grow and progress over time and I believe that the use of technology is important in
their education. There is a lot of push to get more technology related curriculum into the
classrooms and I think this is something that should occur because the use of technology is
growing more and more globally and the students we are teaching now are the people that will
have to be knowledgeable on how to use technology for different purposes. I believe this unit
plan will show students that they can explore the different uses of technology and see how
technology is used for educational purposes and not just surfing the web, watching YouTube
videos, or playing games. This unit plan can show students that there is fun and technology
related resources on the Internet related to their education that they can view on their own.
Overall, I believe this unit plan will encourage the students to engage in information literacy and
media literacy skills.
Annotated Citations:
Kelly, L. (n.d.). WebQuest: Rock on! Discovering the rock cycle. Retrieved April 24, 2013, from
http://zunal.com/webquest.php?w=82979
This is the website of the Webquest I found to use in my unit plan with the students. This
Webquest was effective and organized appropriately for the grade levels it was geared
towards.
Maryland State Department of Education. (2006). Using the state curriculum: science, grade
3.Retrieved from http://mdk12.org/instruction/curriculum/science/standard1/grade3.html.
This is the website I used to locate the state content standards for my unit plan. On this
website the state standards and common core standards for Maryland public schools can
be located.
Munson, B. (n.d.). Kid bib toolkit. Retrieved April 22, 2013, from
http://education.bluevalleyk12.org/KidBib/
I included this website in my unit plan to help students create a bibliography and properly
cite their sources used in their Glogsters.

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The Quality Information Checklist. (2000, May 15). QUICK: the quality information Checklist.
Retrieved April 21, 2013, from
www.asparis.net/lowerschool/quickreview/www.quick.org.uk/menu.htm
This is the website where I obtained questions I would place on my website evaluation
worksheet for students to assist them with learning and knowing how to properly evaluate
websites for authority, objectivity, accuracy, and reliability.
D. Reflection on the Semester
I have learned a lot in this semester in this course related to information literacy
and media literacy. I took this course before and struggled throughout the whole semester
because I wasnt ready for the abundance of information related to information literacy and the
different types of literacy that fall underneath this literacy. Most of the readings were the same as
last semester, but I felt more connected to the media literacy information this semester. I also
think that the creation of the Wiki page on Web 2.0 tools helped me have a different appreciation
for this literacy and information literacy. I never realized how much we use this information and
media literacy not only on the internet, but when we read too. Ive used some of the knowledge
Ive gained from the readings and activities throughout the semester with personal reading Im
doing for my job and projects and think that information literacy should be discussed more to
teachers, so they understand how they can incorporate and teach this literacy to their students.
I think these ideas and skills will help improve my teaching and research because I now
know different approaches and steps I can do to teach students information literacy and media
literacy. Also, these skills will help me understand how to conduct research throughout the rest of
my graduate program. Before this course, I had never heard of information or media literacy or
how to effectively analyze websites and these new skills can help me when Im locating
information for research projects. I found that the information and readings related to media
literacy and Web 2.0 tools impacted my thinking. I always wanted to learn more about the
different types of online tools I could use in my classroom and for personal use and this course
has introduced me to new tools I never knew existed and I have already begun using them, like
Animoto. Also, the media literacy articles made me realize that this was a form of literacy I
could teach my students by using resources of information they were familiar with like movie
posters, commercials, newspaper ads, etc. I had a difficult time gaining anything from a lot of the
information literacy articles. I often felt like I was having an information overload or that the
articles talked in circles and I stopped reading still not fully understanding what exactly
information literacy is and how I can incorporate it in more ways with my students.
I, thoroughly, enjoyed creating the wiki newsletter with my group members. Last
semester, I created a wiki newsletter on online dangers where we discussed sexting, cyber
bullying, and online predators. I was hoping I wouldnt get put in that group again because I
wanted to explore other important topics related to online safety of students and other uses of the
Internet. In doing the newsletter on Web 2.0 tools, I learned the importance of communicating
with parents as a way to convey information related to online resources and safety for their
children. Furthermore, the wiki newsletter we created helped me realize that it is important to
keep maintain information of resources and possible issues with the internet updated for students,
parents, teachers and audience to ensure that they are aware of any new resources they may
benefit from using. One of the strengths of using a wiki for communicating with parents and
students is that there can be an open dialogue, when needed, between teacher and
students/parents outside of the classroom. Also, parents who may not always be able to come in
and see what is going on in the classroom can become aware of happenings reading the
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newsletter online and can learn about the technology available to their children. One of the
weaknesses with using a wiki newsletter to communicate with parents is that not all families
have access to the internet in their homes, so they might not be able to access or view the wiki.
One of the main safety and security issues that need to be taken into consideration when
using a wiki in school is making sure that the content of the wiki is appropriate and that students
or other viewers arent abusing their privileges of being able to access and edit the wiki (if its
public). Also, it is important to decide if you want to make your wiki public or private based on
the people it is geared towards or if you do not want to allow anyone to be able to change the
wiki into something it wasnt intended. I think some information I would want to include next
time would be on how to determine which Web 2.0 tools is appropriate for certain content areas
or topics. I think this information would be beneficial for students and teachers and they could
use this information in the classroom. I learned that it is important to determine the level of
access you want your wiki to have because some wikis may be created just for the families and
students in your class and you only want them to be able to comment and change the wiki. On
the other hand if you know your wiki is on a global or local topic, you will be more likely to
leave the wiki public, like my group did because the topic of our wiki was something everyone
should know or learn about. I dont think I would change the level of access next time because I
feel that if you set standards and expectations with parents, students, teachers, and other audience
members of the purpose and use of the wiki will be, they can follow through and not have to be
reprimanded for doing something to the wiki they shouldnt do.
I found the PBWorks newsletter creation to be rather easy once I got use to hyperlinks
and inserting of images and videos. I have also used weebly.com and that may be a site you
might try to get students to use to create a web page dedicated to a specific topic related to
information and media literacy. I think the use of the wiki was appropriate for the purpose of our
assignment because we were able to have it in a layout that was similar to a real newsletter, but
with hyperlinks and multiple pages discussing different topics. I do not really have suggestions
for improving the study group the next time because I found the task and creation of the wiki
newsletter to be hassle free and simple to complete. My goals in the near future are to have
begun teaching my students every year about information and media literacy. Also, once I finish
the masters program I plan to branch out into creating software or online resources that can be
used in the classroom for educational purpose. I may even consider teaching at an online school!
Grading:
A. Lesson Plan:
60%
B. Analysis:
15%
C. Reflection:
15%
D. Reflection on Semester: 10%

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