Tying the Research Process to Infor

Tying the Research Process to Information Literacy Skills
The research process gives students a set of skills to solve information
problems, but like information literacy skills, they are not taught in isolation.
The process is the frame work around which the information literacy skills are
taught. Following are examples of information literacy skills based on the
Big6 skills, written by two school districts. They look different because the development was necessarily different. In developing information literacy
skills, it is important that the district model for curriculum be followed.
The first example is more like the basic scope and sequence that some
districts use. The curriculum committee had as members an administrator,
four classroom teachers representing the elementary, middle, and high
schools, and one library media specialist from each level. Five perfor mance
goals were determined, and suggested activities were listed for each. Following that a determination was made about when each activity would be I-introduced, P—practiced, M—mastered, and R—reinforced. The terms introduce, practice, master, and rein force had been used in other district curricula, but the team created a fourth level, A—add. The add level was to indicate that even though a skill had been mastered there were additional or new aspects of the skill that needed to be learned. An example is searching databases. Even though students knew how to use keywords for searching, they
still might need to learn how to use a specific database.
The five performance goals were:
1.De ine the information need (problem) and choose the best resources.
2.Locate specific resources and information within them.
3.Use (read, hear, view) the resources and extract the needed information.
4.Organize the information from all resources and create a product.
5.Share the product based on a research project (Colum bus, 1998).

Figure 7.2 (p. 98) is an example of how the scope and sequence is written. The scope and sequence is used mostly by the library media specialists to give them an over all picture at a glance. Each teacher is given a copy of the information literacy skills appropriate for his or her grade level, but the formatis different because it follows the one used for all curricula in the district. See Figure 7.3 (p. 99) for an example.

Hasil (Bahasa Indonesia) 1:

Tying the Research Process to Information Literacy SkillsThe research process gives students a set of skills to solve informationproblems, but like information literacy skills, they are not taught in isolation.The process is the frame work around which the information literacy skills aretaught. Following are examples of information literacy skills based on theBig6 skills, written by two school districts. They look different because the development was necessarily different. In developing information literacyskills, it is important that the district model for curriculum be followed.The first example is more like the basic scope and sequence that somedistricts use. The curriculum committee had as members an administrator,four classroom teachers representing the elementary, middle, and highschools, and one library media specialist from each level. Five perfor mancegoals were determined, and suggested activities were listed for each. Following that a determination was made about when each activity would be I-introduced, P—practiced, M—mastered, and R—reinforced. The terms introduce, practice, master, and rein force had been used in other district curricula, but the team created a fourth level, A—add. The add level was to indicate that even though a skill had been mastered there were additional or new aspects of the skill that needed to be learned. An example is searching databases. Even though students knew how to use keywords for searching, theymasih mungkin perlu belajar bagaimana untuk menggunakan database tertentu.Tujuan lima kinerja adalah:1. de ine informasi perlu (masalah) dan memilih sumber terbaik.2. mencari sumber daya tertentu dan informasi di dalamnya.3. Gunakan (membaca, mendengar, lihat) sumber daya dan ekstrak informasi yang dibutuhkan.4. mengatur informasi dari semua sumber daya dan menciptakan produk.5. berbagi produk berdasarkan sebuah proyek penelitian (Colum bus, 1998).Angka 7,2 (hal. 98) adalah contoh bagaimana ruang lingkup dan urutan yang tertulis. Ruang lingkup dan urutan digunakan terutama oleh Perpustakaan media spesialis untuk memberi mereka lebih dari semua gambar sekilas. Masing-masing guru diberi salinan kemampuan keaksaraan informasi yang sesuai untuk tingkat kelas nya, tapi formatis berbeda karena mengikuti dengan yang digunakan untuk semua kurikulum di distrik. Lihat gambar 7.3 (ms. 99) untuk contoh.

Hasil (Bahasa Indonesia) 2:

Mengikat Proses Penelitian Informasi Keterampilan Literasi
Proses penelitian memberikan siswa seperangkat keterampilan untuk memecahkan informasi
masalah, tapi seperti keterampilan melek informasi, mereka tidak diajarkan dalam isolasi.
Proses adalah kerangka kerja sekitar yang keterampilan literasi informasi yang
diajarkan. Berikut adalah contoh keterampilan literasi informasi berdasarkan
keterampilan Big6, ditulis oleh dua distrik sekolah. Mereka terlihat berbeda karena perkembangan itu tentu berbeda. Dalam mengembangkan literasi informasi
keterampilan, penting bahwa model kabupaten kurikulum diikuti.
Contoh pertama adalah lebih seperti ruang lingkup dasar dan urutan yang beberapa
menggunakan kabupaten. Komite Kurikulum memiliki sebagai anggota administrator,
guru kelas empat yang mewakili SD, SMP, dan SMA
sekolah, dan satu perpustakaan spesialis media dari setiap tingkat. Lima perfor Mance
tujuan ditentukan, dan kegiatan yang disarankan terdaftar untuk setiap. Setelah itu penentuan dibuat tentang kapan masing-masing kegiatan akan I-diperkenalkan, P-terlatih, M-dikuasai, dan R-diperkuat. Istilah memperkenalkan, praktik, guru, dan mengendalikan kekuatan telah digunakan dalam kurikulum kabupaten lain, tetapi tim menciptakan tingkat keempat, A-add. Tingkat add adalah untuk menunjukkan bahwa meskipun keterampilan telah dikuasai ada aspek tambahan atau baru dari keterampilan yang harus dipelajari. Contohnya adalah mencari database. Meskipun siswa tahu bagaimana menggunakan kata kunci untuk pencarian, mereka
masih mungkin perlu belajar bagaimana menggunakan database tertentu.
Kelima tujuan kinerja adalah:
1.De ine kebutuhan informasi (masalah) dan memilih sumber terbaik.
2.Locate tertentu sumber dan informasi di dalamnya.
3.Gunakan (membaca, mendengar, melihat) sumber daya dan mengekstrak informasi yang dibutuhkan.
4.Organize informasi dari semua sumber daya dan menciptakan sebuah produk.
5.Share produk berdasarkan sebuah proyek penelitian (Colum bus , 1998). Gambar 7.2 (hlm. 98) adalah contoh bagaimana ruang lingkup dan urutan ditulis. Ruang lingkup dan urutan digunakan terutama oleh spesialis media perpustakaan untuk memberi mereka atas semua gambar sekilas. Setiap guru diberikan salinan keterampilan literasi informasi sesuai untuk nya atau tingkat kelas nya, tapi formatis berbeda karena mengikuti satu digunakan untuk semua kurikulum di kabupaten tersebut. Lihat Gambar 7.3 (hlm. 99) untuk contoh.