An Educator's Guide to Information Literacy: What Every High by Ann Marlow Riedling Ph.D.

By Ann Marlow Riedling Ph.D.

Serving as a text/resource ebook for academics of highschool scholars, this name presents functional assist in getting ready scholars to be lively lifelong newcomers and effective seekers and clients of knowledge. It offers a comparability of the AASL details Literacy criteria for scholar studying to the ACRL info literacy criteria, together with particular classes to educate those criteria; cost lists to ensure scholars recognize, comprehend, and will show their use; and formative and summative evaluation rules to guarantee that the scholars are details literacy prepared for college.

Serving as a text/resource booklet for lecturers of highschool scholars, this identify presents useful assist in getting ready scholars to be energetic lifelong inexperienced persons and effective seekers and clients of data. It offers a comparability of the AASL details Literacy criteria for scholar studying to the ACRL details literacy criteria, together with particular classes to coach those criteria; checklists to ensure scholars understand, comprehend, and will display their use; and formative and summative overview rules to guarantee that the scholars are info literacy prepared for school. This e-book will provide aid and tips to school lecturers and librarians involved that prime institution seniors aren't able to take on the varsity library and faculty point study assignments. and it'll tell scholars approximately what they should be aware of. Grades 9-12.

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Extra resources for An Educator's Guide to Information Literacy: What Every High School Senior Needs to Know

Sample text

The opening paragraph serves to set the context for the thesis. Remember, your reader will be looking for your thesis. Make it clear, strong, and easy to find. A good thesis: • should propose an arguable point with which people could reasonably disagree. A strong thesis is provocative; it takes a stand and justifies the discussion you will present. • tackles a subject that could be adequately covered in the format of the project assigned. • is specific and focused. A strong thesis proves a point without discussing everything about it.

A strong thesis proves a point without discussing everything about it. • clearly asserts your own conclusion based on evidence. Note: The evidence may lead you to a conclusion you didn’t think you’d reach. It is perfectly acceptable to change your thesis. • provides the reader with a map to guide him or her through your work. • anticipates and refutes counterarguments. • avoids vague language. • avoids the first person. ” test. How do you know if you’ve got a solid thesis? ”? ”? • Does the thesis avoid general phrasing and/or sweeping words such as all, none, or every?

The purpose and nature of your research frames the strategy to use and the kind of resources to consult. Determine the kind of resources based on aspects of your chosen topic. For example, current information is likely to be found in current periodicals, newspapers, and online databases. Geographical information is likely found in atlases, maps, gazetteers, and guidebooks. First-hand information may be found in primary sources, including interviews. The best source answers the exact research question or problem at the appropriate depth and breadth.

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