Mapping Information Literacy to Games and Life

As part of the opening speakers tomorrow at GLLS, I am fortunate enough to be giving a short 10 - 15 minute segment on mapping gaming to information literacy skills.  I am using the time to talk both about videogames and fantasy sports and how the ACRL Information Literacy Competency Standards fit into these play experiences.  

Without the narrative, some of these slides are not that useful, but I wanted to get them out there as a reference for people.

My main emphasis is not simply that players are practicing information literacy skills in games and that we, as librarians and educators, can use that way of thinking for traditional educational content.  It is important to know that the bridge we are building to our students' and patrons' experiences is two ways.  Gaming is a real and concrete application of information literacy skills in their lives.  If we can see that, value that, and help our students understand that... then information literacy has meaning and context throughout their lives.  This continued application opens doors to life long learning.

Fantasy Sports, Information Literacy, & Your Library

John over at The Video Game Librarian blogged about using fantasy football for programming at your library. It's great to hear other people talking about this idea. I have talked with both public and academic librarians about using fantasy sports as instructional and community building activities. John's blog is great and I hope that it helps inspires others to give fantasy football a try as well.

Sara Holladay (The Fantasy Football Librarian) and I presented a LOEX of the West back in June on this topic and you can access our slides and handouts here. If you are looking to find ways to work in fantasy sports into your library this is a great place to start. I'm hopeful that these resources will soon be on the ALA's gaming resource page which should make them available to a wider audience.
If you are looking for additional resources and fantasy football analysis, The Bruno Boys Fantasy Football Cheatsheets are a great place to start. The Bruno Boys are only a few years old, but their quality rivals that of more nationally know sites. They also do a good job of providing background on their writers for users (and librarians) to evaluate their authors. Sara has also contributed to this guide. As a free, 112 page resource, this is a great value and in-depth resource for anyone interested in fantasy football or looking for resources to support a library program.

Linking up with Games+ Learning+ Society

Last week the fourth Games+Learning+Society conference happened in Madison, WI. Each year the conference has provided a wealth of information, research, and application on gaming in education. GLS services the research community well by recording their sessions and making them available via Mediasite. Some of this years presentations are already up and online... here.

In addition to the video content, there are a wealth of good blog posts about individual sessions. Serious Game Source had a news story about the start of the conference and James Paul Gee opening statements. The Brainy Gamer has a great write up on Gee's speech and John Rice over at Educational Games Research links to Gamasutra's write up of Gee speech as well.

Mark Chen, who's presented at GLS the last two years, has some nice overviews and commentaries of the day by day sessions: Session 1, Session 2, Session 3 , the second day's Session 3 covering virtual worlds, and Session 4. Mark also provided a list of other blogs covering GLS which is a great resource for more analysis on the sessions.

There were a number of sessions that seem relevant to libraries looking at gaming and I'll post some reflections once I view the session. But one session by Erica and Rick Halverson covered fantasy baseball and the learning that goes on within fantasy baseball games. The Brainy Gamer posted his thoughts on the session and GameSetWatch picked up the session and posted about it as well.

With the wealth of scholarship at GLS and elsewhere, libraries looking at gaming and education should take some time to read through these sessions, view a few presentations, and begin the discussion about what this research means for us in libraries.

LOEX 2008: Fantasy Sports - The Road to Information Literacy Championships

Welcome to those of you attending LOEX. Below you will find a variety of links and documents that were available as handouts. Sara Holladay, the Fantasy Football Librarian, and I thank you for your interest in fantasy sports and information literacy.

We can reach our students where they are at and make their previous experiences and interests valuable and useful in their academic success.

Fantasy Football Mapped to ACRL Standards
Fantasy Football Librarian
Fantasy Sports and Information Literacy on Research Quest

Thank you and we look forward to helping you find new ways to connect with your students.

Questions from "The Road to Information Literacy Championships"

Yesterday I wrote about the questions from the audience. There were a number of good questions that both clarified some points from my presentation and expanded the scope of applying fantasy sports to information literacy. Below are two of the questions asked and the my comments and reflections on them.

Challenges & Roadblocks
1. "What about women?" Yes, fantasy sports are dominated by males, but the gender gap is shrinking. Granted, it's a huge (95% male) gap. The truth is that female interest in football or in other sports should not be discounted and assumed to be nonexistent. While fantasy sports outreach should be targeted across genders, there are other ways to apply bridging real life experiences to information literacy.

Last fall, The University of Dubuque applied a similar lesson as the fantasy football one to movie reviews. Students were asked to choose which movie they thought scored the highest and then had a little time to dig and report the results. The same evaluation criteria that were discussed in the fantasy football lesson applied to this lesson as well. Any way that we can connect students' existing experiences to information literacy we can help them not only understand the concepts but the applications as well.

2. Doesn't this promote gambling?
I told the person in the audience the truth - "It doesn't matter if it does or doesn't, what we do will not stop students."

Now while this is easy and rather glib to say, it doesn’t answer the question. I did go on to truly answer the question, and it really depends on what the attitude and concerns are of your campus and community. If this question is being raised, gambling is a concern. And in places like this, talk about fantasy football as an example and application of the information tools students and patrons need to be successful.

The University of Dubuque framed this as a way to help students understand information literacy skills and gain confidence in their ability to apply them.

Now if you are at campus or in a community that isn’t raising the gambling question – then run with it. Promote your library’s involvement to students and patrons in terms of “build a better fantasy football team” or “how to succeed in the draft.” Talk about it in terms that is meaningful for the audience. But keep the information literacy talking points handy for faculty and administrators wanting more information.

Thank you again to everyone that's written and expressed comments. The more that we can make information literacy relevant and real in our students' lives through fantasy sports, video games, and others - the more meaningful it can be in their academic life.

Fantasy Football: The Road to Information Literacy Championships

Thank you. Thank you for everyone that came to my presentation this morning at the Iowa ACRL conference. I was incredibly pleased with the turnout and the questions from the audience. The energy that the audience had was wonderful and it really seemed that people left with some new ideas about connecting information literacy to students.

The bridge metaphor isn't new. And I have to thank David Warlick for introducing me to the bridge metaphor. Fantasy football, video games, and many other cultural experiences contain useful information literacy skills that we can help our students recognize and build on.

For those asking and for everyone interested, here is the link to the powerpoint slides I used. Granted they were in widescreen format, so a few images might be off if you are not using 2007.

As always, any feedback, questions, or comments on the slides is welcomed.

Note: I started this post on Monday, but for a number of reasons it is going up late.

Fantasy Football Toolkit

What do you need to apply fantasy football to your library?

What resources do you want to use fantasy football for information literacy?

What resources do you need to start fantasy leagues at your library?

The Fantasy Football Librarian, Sara Holladay, and I are working on a fantasy football toolkit and I want your feedback and input. What resources should be included. Sara and I are presenting at LOEX and LOEX of the West this summer about fantasy sports and the connection to information literacy. In addition to information literacy, we are looking at how fantasy sports can be used for community building and patron outreach as well.

The initial template for Fantasy Football Toolkit includes:

• Fantasy Football 101
• What is fantasy football
• How does one play
• General rules & strategies
  
• League Setup
• Options for setup
• Scoring
• Suggested online league managers
  
• Draft Board
• Resources to bring patrons together for a community building draft
  
• Suggested Resources
• Print and online sources
  
• Varying scope and focus
  
• Promotional Materials
• Suggested Lessons

So what would you need?

Photo by Rochie

ACRL Information Literacy Standards for Fantasy Football

As I'm preparing for my fantasy football presentation, I wanted to provide the ACRL standards handout. I hope this can be a resource to help provide evidence to others about the information value in fantasy sports. You can download the file here… ACRL Information Literacy Standards.

ACRL Information Literacy Standard	ACRL Indicator	Fantasy Football Activity
Standard 1: "The information literate student determines the nature and extent of the information needed."	Indicator 1: "The information literate student defines and articulates the need for information literacy."	As players determine the strengths and weaknesses of their team, they need to decide on what information is needed to make decision. Players need to know what positions are required and what strong roster match-ups exist. Players explore general information sources in order to gain a specific focus relative to their needs.
Standard 1	Indicator 2: "The information literate student identifies a variety of types and formats of potential sources for information."	Fantasy players identify a variety of sources including: printed guides, websites, interviews, peer conversations, forum discussions for information. Players then construct information from the raw data (game statistics) from the box score primary sources.
Standard 1	Indicator 3: "The information literate student considers the costs and benefits of acquiring the needed information."	With the expansion of internet and print resources, players determine what information is available for free and what is fee based. Players weigh this information with the potential benefits of each source before deciding what information required.
Standard 2: "The information literate student accesses needed information effectively and efficiently."	Indicator 2: "The information literate student constructs and implements effectively designed search strategies."	In order to find the information desired, players identify what terms (positions, players, keywords) to search for. This search process implements a variety of retrieval methods to find the required material.
Standard 2	Indicator 3: "The information literate student retrieves information online or in person using a variety of methods."	Fantasy players use chats, forums, call-in shows, interviews, email letters to gain primary information from sports writers and other experts.
Standard 2	Indicator 4: "The information literate student refines the search strategy if necessary."	Players assesses the quality the information they obtained and determines if they have enough to make roster, player, draft decision. During this process, players identify gaps in their information and repeats any searches.
ACRL Information Literacy Standard	ACRL Indicator	Fantasy Football Activity
Standard 2	Indicator 5: "The information literate student extracts, records, and manages the information and its sources."	Many players create personalized organizational systems like spreadsheets and draft cheat sheets organize their information. Players track citation of sources in order to come back to the information and analysis during the season.
Standard 3: "The information literate student summarizes the main ideas to be extracted from the information gathered."	Indicator 1: "The information literate student summarizes the main ideas to be extracted from the information gathered."	Fantasy players reads source content and selects the key data that applies to need (roster, team, match-up).
Standard 3	Indicator 2: "The information literate student articulates and applies initial criteria for evaluation both the information and its sources."	Players determine the reliability, bias, validity, authority and timeliness of sources in order to make roster and drafting decisions. It is important for fantasy players to recognizes the potential prejudice in fan based sites compared to professional sites in order to make informed decisions.
Standard 3	Indicator 3: "The information literate student synthesizes main ideas to construct new concepts."	Team owners recognize trends and relationships in statistics (primary sources) and commentaries in order to make roster decisions. Players often use spreadsheets and tables to construct comparison charts and rankings for drafting a roster.
Standard 3	Indicator 4: "The information literate student compares new knowledge with prior knowledge to determine the value added, contradictions, or other unique characteristics of the information."	Based on the knowledge the player gained, they decide if they have enough information to make a roster decision. As the season progresses, the players integrate new and ongoing information with previous knowledge to make timely decisions about their rosters and teams
Standard 3	Indicator 5: "The information literate student determines whether the new knowledge has an impact on the individuals' value system and takes steps to reconcile the differences."	Players encounter commentaries and information that contract their own beliefs on teams/athletes and their value. Based on their evaluation of this information, the player how and if the information will impact their roster.
ACRL Information Literacy Standard	ACRL Indicator	Fantasy Football Activity
Standard 3	Indicator 6: "The information literate student validates understanding and interpretation of the information through discourse with other individuals, subject-area experts, and / or practitioners"	Players engage in personal and electronic discussions about players and roster decisions to gain additional knowledge on their players and roster choices. Throughout any fantasy sports season, players can seek expert opinions through weekly shows and chats conducted by paid professionals like writers for ESPN, NFL, and CBS.com.
Standard 4: "The information literate student, individually or as a member of a group, uses information effectively to accomplish a specific purpose."	Indicator 1: "The information literate student applies new and prior information to the planning and creation of a particular product or performance."	The player articulates the knowledge gained in the drafting process and weekly roster moves every time they begin a new week.
Standard 4	Indicator 2: "The information literate student revises the development process for the product or performance."	After every match-up, the player reflects on the process and the results (win/loss) to determine future strategies.

Fanasty Football as Kuhlthau's Research Process

This past week, I've been scrambling getting two presentations ready for an Iowa ACRL conference. One presentation follows up the C&RL News article on Information Literacy and Fantasy Football.

The opening of my presentation is below. Because the audience has various experience with fantasy sports, I am connecting it to Carol Kuhlthau's library research process. Fantasy football is a research process and putting it in the Kuhlthau model makes that connection even more clearly.

Fantasy Football & Information Literacy Resources

Thank you to everyone who has expressed interest and support for using fantasy sports to help teach information literacy to students. As I discussed in the C&RL News article, not only do fantasy sports require information literacy skills, but they also create a foundation for librarians and educators to build on.

I want to help those interested in applying fantasy sports to information literacy in any way I can. The lesson plan in the article was one tool to help other librarians succeed in connecting fantasy sports. Here are links to the power point slides I used in the lesson and the evaluation the students completed. I hope you find these useful as well.

Fantasy Football & Info Lit Slideshow
Fantasy Football Student Evaluation

I welcome any questions or feedback on the lesson or future applications.

Librarians' sport of choice: Fantasy Sports

My article in College & Research Libraries News just went online. It recaps the teaching of information literacy through fantasy sports and the University of Dubuque's experience doing so. I am always interested in feedback (especially constructive or negative since one can always improve), so please let me know your thoughts.

Librarians' sport of choice: Teaching information literacy through fantasy football

ALA's Tech Source Report: Gaming Update

A year ago I was excited about Jenny Levine's ALA Tech Source Report and then I was even more excited to receive a copy for this blog (a blog that at the time I didn't think anyone knew of). And now a year later I'm excited and humbled to be asked by Jenny to write a section for her report update.

My rough outline is below and I'm interested on any feedback you might have.

I. The Value of Games
II. Embedded Information Literacy
A. Fantasy Football
B. Video Games
1. Madden
2. Halo
3. Final Fantasy
III. Games Teach
A. What Games Teach
1. Critical Thinking
2. Information Literacy
B. How Games Teach - Education Strategies
1. Gee
2. VanEck
3. Federation of American Scientists
IV. Video Game Strategies in the Classroom
A. Applying Strategies to Information Literacy
1. Existing programs, lessons modified
2. The Sum is Greater than the Parts
B. University of Dubuque
1. Web searching
2. Research Review
3. Library Dusk
V. Start Small, Start Now

An Early Christmas Present

Many of us are getting the December issue of College & Research Libraries News in our mailboxes this week. Editor, David Free sent me an early Christmas present - a preview of the cover for the upcoming January. My fantasy football and information literacy article will be published in it and I'm excited by the cover.

Since it's was a preview I'm not going to show the full cover.

But here's a little teaser.

Fantasy football and libraries: Upcoming publication

Here's the introduction to my upcoming article on information literacy and fantasy football for C&R Libraries News:

Librarians want students to effectively identify and evaluate information and make decisions based upon it. These are just some of the skills that an information literate student successfully applies. These are the same skills that over 19 million people use on a daily or weekly basis playing fantasy sports (Fantasy Sports Trade Association). As the NFL football season comes to a close, millions of Americans, as young as 12 years old, have spent the past few months connected to information literacy. They just don’t know it.
The challenge for librarians is to connect fantasy sports skills to information literacy and create building blocks for academic applications of the same concepts. One library, University of Dubuque, did just this by teaching fantasy football research to incoming student athletes. Through the lesson, students engaged in discussions of creditability, validity, timeliness, and search strategies to find and evaluate fantasy football information. The assessment of these instruction sessions showed incoming students successfully identifying evaluation criteria and reporting positive changes in how they viewed research and libraries.


image from C&R Libraries News

It Starts Today: the Fantasy Football season

Oh yeah, and the NFL starts the regular season games tonight and this weekend as well.

As a result of my work with fantasy football and information literacy, there was interest from other librarian to create a league. We've started a 12 team librarian (or library related) fantasy football league with members from across the country with varying degrees of library and fantasy football experience. The league is a good mix of experienced players and rookies and so far everyone seems to be enjoying themselves.

The league conducted a live online draft where each team had only 90 seconds to make their selection. The discussion after the draft highlighted a few interesting parallels to our students and their research. Some of the discussion centered on some owners entering the draft centered on:

• Lack of adequate preparation - not reading and researching enough on players
• How often do or students come in for a class session or to the reference desk without being adequately prepared? Is it that they do not know where to look or that they do not put an emphasis on it? Does a student who will spend hours researching for a fantasy sports draft, but will not spend an equal time researching for assignments not have the skills or just the motivation?

• Confusion about the interface
• Most librarians experience some student confusion or frustration with the library's OPAC or database interfaces. The draft interface had multiple outputs of information and required users to track various pieces a data at once. But like any interface, a little practice and play leads to a lot of understanding.
  

I'm looking forward to the discussions and the insight from the league throughout the season. But first, I need to get my team ready for the matchup this weekend. I'm facing off against Michal Lorenzen from Information Literacy Land of Confusion.

Good luck to anyone playing fantasy football this weekend.


Photo from BusinessWeek.com

Fantasy Football Instruction: Trouble Shooting

The students were initially skeptical, and given the limited number that previously played fantasy football could have appeared dead in the water. Two things to keep in mind when you are planning:

NOTE1: I had assumed the worst and planned accordingly. While the students may not play fantasy football, they know football. This fact kept them interested and quickly re-engaged them.

NOTE2: Although the NCAA does not allow active players to play fantasy sports, due to the potential for gambling, the student athletes are still aware of what fantasy sports are. The lesson does not advocate playing fantasy football. The research question the students are presented with is more about who will be the third best RB in the NFL this year, which happens to coincide with the third overall fantasy football player.

If (when) you try this with your student athletes, don’t worry when these happen. You and the students will get through it. The inclusion of Vince Young, his quarterback value, and the “Madden Curse” got the majority of people back into the session. Many knew what it was and they started engaging each other describing who the players were that “suffered” the curse. This interested was used as momentum for the rest of the session.

Thanks for all support and questions. Please let me know if you have any questions or comments.

Fantasy Football Instruction: Student Evaluation Data

Here is a sample of some of the responses we received from the students through a brief assessment/evaluation form at the end of the session (the results are for only one of the two sessions taught... the full results will be published later):

• Only 4 of the 27 students had played fantasy football previously
  
• The students were asked to list 3 criteria they used to evaluate their source
• 85%, 23 of 27 students listed at least 2 appropriate criteria
• 56%, 15 of 27 students listed at least 3 appropriate criteria
• The criteria fell into two categories: information quality & football quality
• Information: reliability, author, date,
  
• Football: yards, stats, print vs online, leaders in the industry (ESPN)

When asked what the term "research" meant before this session:

• work I didn’t want to do
• headaches
• Looking up facts to back up what one is writing about
• Finding out about a certain topic and what it was about
• looking up stuff
• a long paper
• school work
• No fun time

After this session, what the term "research" mean:

• looking up information
• somewhat positive
• fun work
• Making sure one is getting accurate info
• compare and know where I'm getting my info
• taking time to look up stuff
• looking for the real information

One student first said "school" then he said, "everything."

We asked what the perception of librarians was before and after this session:

• Before: 18 "very positive" 8 "somewhat positive" 1 "somewhat negative"
• After: 25 "very positive" 2 "somewhat positive"

Some students left final comments which included:

• Nice way to present to football players
• You guys are really positive and helpful
• I made the fantasy football connection to looking up school stuff quick, worked well.

The full results are just as positive as these and overall was successful in getting across criteria for evaluating sources and created a positive impression of the librarians and research.

Fantasy Football Instruction: Reflections

Overall both sessions went surprisingly smooth and were well received. The students were engaged (eventually) and were positive throughout the session. Our team ended up teaching two sessions since the size of the group dictated that we spilt them up in order to fit into our computer labs. We initially planned for three groups given the projected class size, but only needed two. I’m very thankful to both Jon Helmke and Anne Marie Gruber for being willing to prep and teach the fantasy football lesson, neither of whom had any previous experience playing fantasy football. They both served as great examples that the session is more about research than about football.

By starting out with the discussion of the “Madden Curse” and how that effects a player’s fantasy ranking engaged over half of the class. Then transitioning this into a question of who will be the top running back this season engaged others as they shouted out “LT.” The students reacted well to the question of who would be the #3 RB, by providing a variety of responses on which player should ranked 3^rd. The class did vote on who they thought and it worked well in order to get the students to commit to a player.

The discussion of criteria to evaluate sources worked well and the students answered questions relating to football sources. After the discussion of criteria, the 2-minute drill activity resulted in a nice variety of sources (espn, sports illustrated, fox sports, sporting news, ffjungle.com, and even about.com). This variety allowed us to touch on topics of professional vs. fan (ffjungle vs. espn), free vs. fee (SI vs. ESPN), and timeliness (about.com’s outdated article). I was impressed that the student athletes engaged with each other discussing the sources and arguing over their conclusions. Besides one student throwing out other player names to distract others, most students focused their discussion on legitimate criteria. If the topic wasn’t football, the discussion could have happened in any info lit class.

This was the point. And it worked.

When we took another poll after the research, the results in both classes shifted based upon the research the students found. The connection to their course material and classes worked well and created a positive note to end the session on.

I can’t wait to try it again.

Amory's GOM as Lesson Plan: Fantasy Football

Since my write-up on Amory's Game Object Model (GOM) this weekend, I've churned over the idea of using the GOM as a framework for lesson plans. Structuring a lesson plan around the GOM model still allows for the inclusion of traditional content like objective and sequence, but it stress the outer shell of the GOM - Game Space. Framing a traditional information literacy session within the GOM should force the analysis and implantation of play elements and video game strategies... Or at least that is the theory I'm working from.

Below is the previously posted Fantasy Football lesson laid out using the GOM. I plan on running other lessons through the GOM as well and would appreciate any feedback or questions.

Fantasy Football GOM

• 1) Game Space
• Play: Fantasy football content and play is a recreation choice of about 18 million Americans (source: Fantasy Sports Trade Association, 2007)
  
• Exploration: Freedom of resource path and choice, not 1 right path source
• Challenge: Not clear answer for #3, no consensus of opinion
• Engagement: topic of invest, student directed outcome, inclusion of student voting
• Visualization Space
• Critical Thinking: ACRL outcomes
• Discovery: searching and collection of data
• Goal Formation: research question, #3 draft pick
• Goal Completion: voting on draft choice, reaching decision
• Competition: OT activity is organized, 2 min drill is informal, “who’s source is best?”
• Practice: 2 min drill is in class practice, discussion allows reflection on that practice
• Storyline: context of students making a draft choice in their own league
• Elements Space
• Fun: hopefully the content of entertainment is interesting and even fun
• Graphics: limited visual component, graphs through voting
• Sounds: no sounds incorporated, could use Fox Sports NFL and ESPN theme songs/intro music
• Technology: limited use, mainly computers and internet access to perform research
• Actors Space
• Drama: librarian created dram of “who to pick” limited role
• Interaction: student/librarian engagement, students interact with each other debating who is the best pick
• Gestures: librarian movement throughout classroom to assist in engagement and student classroom management
• Problem Space
• Communication
• Reading: content analysis of research/fantasy football findings
• Writing: recording of website, date, author, and player ranking
• Speaking: classroom discussion on findings, peer communication on ranking
• Literacy
• Visual: ability to read and understand charts and tables included in rankings
• Logical: ACRL outcomes
• Mathematical: season stat analysis to predict and judge performance
• Computational: averaging draft ranking to determine new value, weighted average of ranking based on source quality
• Memory
• Short-term: website evaluation
• Long-term: application of criteria and process to academic work
• Motor
• Manipulation: physical navigation of websites
• Reflex: no direct application

Source: Amory, A. (2007). Game object model version II: A theoretical framework for educational game development. Educational Technology Research and Development, 55(1):51-77.

ACRL Info Lit Outcomes for Fantasy Football Class

Since I included the following information literacy outcomes in the Objectives of the lesson plan. I want to provide specific examples throughout the lesson to help make the application and information literacy connection clear:

1.1.a. Confers with instructors and participates in class discussions, peer workgroups, and electronic discussions to identify a research topic, or other information need

Class discussion on who to pick, criteria to use, peer discussion on draft selection.

1.2.c. Identifies the value and differences of potential resources in a variety of formats (e.g., multimedia, database, website, data set, audio/visual, book)

Print magazines, websites, podcasts, radio shows, TV shows; what are the strengths/ weaknesses of each format?

1.2.d. Identifies the purpose and audience of potential resources (e.g., popular vs. scholarly, current vs. historical)

Is the audience of a fan site or discuss board different than ESPN or Fox sports- Discuss of audience & purpose individual sources.

1.2.f. Realizes that information may need to be constructed with raw data from primary sources

Use previous season statistics to help predict and draw conclusions

2.2.a. Develops a research plan appropriate to the investigative method

Plan of where to look and how to record the info (chart or spreadsheet to record rankings) 10 pre-searched sites.

2.2.b. Identifies keywords, synonyms and related terms for the information needed

List out search terms, really, determine terms before search.

2.4.a. Assesses the quantity, quality, and relevance of the search results to determine whether alternative information retrieval systems or investigative method should be utilized

Students report out if they went directly to a site or did a general search, and the results of search

2.5.d. Records all pertinent citation information for future reference

Students write down, copy & paste, or bookmark site to record source, date published, and author.

3.2.a. Examines and compares information from various sources in order to evaluate reliability, validity, accuracy, authority, timeliness, and point of view or bias

Define criteria on the board, both students & librarian contribute- Use class discussion of criteria after each source to make judgments

3.2.c. Recognizes prejudice, deception, or manipulation

During the reporting out process, The librarian helps the class ID potential prejudice from site or compared to info on other sites.

3.4.a. Determines whether information satisfies the research or other information need

After reporting process, students determine if they want more info (if time allows use OT activity if search not satisfied.

3.4.c. Draws conclusion based upon information gathered

Vote as class to make draft pick, conclusion based on findings

3.4.f. Integrates new information with previous information or knowledge

Use initial draft voting & the results of research to draw conclusion, if results are different in ending vote compared to initial vote- discussion reasons for change.

3.6.a. Participates in classroom and other discussions

Discuss through questions & research reporting.

5.1.b. Identifies and discusses issues related to free vs. fee-based access to information

Through the results of search/ students will find areas not able to access free : CBS sports line, Fox sports Login Required: yahoo! Fee: ESPN