Information+Literacy+C1

reading skills digital citizenship reliable/unreliable sources cross referencing information || ethical responsiblity for posting/using information in a safe and responsible way ||  ||   ||   ||   ||   ||   || not taking information you read on the internet at face value. Not assuming everything is accurate, true, or written without bias ||  ||   ||   ||   ||   ||   ||
 * ** Information Literacy ** || ** What sub-categories should be identified?** || ** * How might these be described, or explained**
 * to our stakeholders?** || **How are the skills for each relevant, or meaningful to our students?** || **How might our teachers interpret these in practice?** || **What tools can be used to support student/teacher development of these skills?** || **How might this skill set fit with our priority of empowering student learning?** || **How does this sub-category connect to SBISD's 5 Year Plan?**
 * How does it connect to our campus goals?** || **What other considerations**
 * need to be made specific to this strand or to one of the sub-categories?** ||
 * Round 1 || reading comprehension
 * **Round 2** ||  || cross referencing:
 * Round 3 || Reading Comprehension || Teachers/Students: Web literacy is analogous to understanding a variety of genres. || It’s imperative that they read to comprehend. The topics must be of interest to them as individuals so that they will be motivated to remain engaged and take ownership of their learning. || Teachers must be open to include students’ selections of topics vs. the teacher’s mandated topic. Facilitator role vs. Dictator/In Control of All || Be able to comfortably navigate through Edmodo, wikis, Google docs, etc. ||  ||   ||   ||   ||   ||   ||   ||   ||   ||
 * **Round 4** ||  ||   ||   ||   ||   ||   ||   ||   ||


 * **Draft Goal** ||
 * **Draft** **Plan** ||

//Please be sure to type your notes in word, then copy & paste into the table above//


 * Activity**:

First...
 * 1) As a whole group, work through question in first column: //What sub-categories of Information Literacy need to be identified?//
 * 2) Are there questions our group needs to consider in addition to those listed in the remaining columns above? If so, please add them.
 * 3) For each sub-category, complete the process of Rounds (see below) //*Rounds can be done individually, in pairs or in small groups//

Round 1:
 * 1) Select one sub-category from above to address
 * 2) Divide the remaining columns among the individuals, pairs or small groups, each taking a question(s) to address as it relates to the sub-category selected.
 * 3) Individually, in pairs or in small groups, post a response to the question under your column in "Round 1".

Rounds 2, 3 & 4:
 * 1) Each individual, pair or small group moves to the next column and considers what was posted in the previous round
 * 2) Add responses in box for appropriate column & round
 * 3) "rinse & repeat" until all questions have been addressed for each sub-category.

Finally...
 * 1) Consider the most critical elements of each response to your rounds.
 * 2) How can they be combined to draft a Media & Information Literacy goal(s) for your group?
 * 3) Given the details in the responses to each question, what specific steps need to be taken to move your group toward your goal(s)?


 * Note:**
 * * **//proceed slowly to avoid check list approach --// ticking boxes v. truly unwrapping, experimenting, grappling, discovering, realizing & embedding possibilities & potential of tools, skills and applications (see http://www.dangerouslyirrelevant.org/2010/02/just-tell-me-what-to-do.html)