 Okay, good morning and welcome to this week's edition of Encompass Live. I am your host, Krista Burns, here at the Nebraska Library Commission. Encompass Live is the Commission's weekly online event. It is our webinar where we cover anything that may be of interest to librarians. The show is free and open to anyone to watch. We do these sessions live every Wednesday morning at 10 a.m. central time. But if you are unable to join us on Wednesdays, that's okay. All of our previous shows are available in the archives on our website. And we cover everything on the show, presentations, book reviews, little mini-training sessions, interviews. Basically anything that's related to libraries, we'll put it on the show. And this morning we have on the line with us remotely from up in Omaha. Our speakers are remote today. Bridget Cratt and Wendy Grogene, I'm not sure if I pronounced that right. Yeah, it's, well, it's not Lowenstein. Lowenstein, okay, that's right. I wasn't sure about the change. Lowenstein. And they are from the University of Nebraska Omaha's library science education program. And they're going to be talking to us about preparing your students in your schools for going to college. So I'll just hand over to you guys and you can take it away. Awesome, thank you. And welcome to Using Information Anxiety, Teaching Information Literacy Strategies and Skills for College Preparedness. I'm Wendy Lowenstein, formerly Wendy Grogene. And I am Bridget Cratt. Thank you for joining us. Wendy and I both have previous classroom and library teaching experiences in K-12 environments. And now we both currently work with both undergraduate and graduate candidates in the library education programs in the College of Adhere at UNO. And the idea for this webinar came out of an ALA e-course that we took with Joanna Burkhart, who is the co-author of Teaching Information Literacy, 50 Standards-Based Exercises for College Students. The experience of the e-course really caused us to reflect on our previous teaching experiences of the K-12 level and our current teaching practices and information literacy skills at the post-secondary level. And I do want to put a little plug in. I just found out this morning that this ALA e-course is being offered again right now. I just received a notification. So this is something of interest to you. You might want to check into it. And in this session, we're going to discuss information literacy concepts that school librarians need to cover with secondary students in order to prepare them for college. We call this Reving Up for Research. And we will explain how this directly relates to the Information Literacy Competency Standards for Higher Education. The links to these standards is included in this presentation. I'll take you there now so you can see these standards and the 22 indicators. This whole site, first of all, is a wonderful resource and the standards include an informative option. Wendy, I just need to interrupt a minute. Hi, this is Christa. It's actually not showing the website. It's going to the other screen again. Come on. Okay. Let's figure this out. That's right. Our tech test worked perfectly. It did, yes. Our school says that you're using screen. What do you see on our screen? It's back to in the PowerPoint presentation like you were before on the very first slide as it was frozen again just like it was before. I'm trying to put you to before where you undid showing your screen and went back to it again. That seemed to fix it the first time. I'm going to pause it for a second. Yeah. And it is paused now. And I'm going to click back on it. And what do you see now? Because it does say on there showing your slide screen. Well, I tell you what. We're just going to pop out of the whole thing for a minute. I'm going to pause it again. We've actually undone our second monitor to see if that was a problem. Okay. Here, I'm going to pull back presenter control and re-hand it to you guys again here. Just let me change presenter. Okay. And now go to the full screen of that again, of the presentation. Yeah. And so now I'm seeing the slides. I guess I don't know what it's having issues with now. Sorry. We can see the website now if I can take you there. Yep. Now it's doing it. Yep. Okay. So maybe just eliminating that second monitor will help. Yeah. That's no problem. It doesn't understand the monitor. Yeah. You're all good. I see the slides. Yep. Perfect. Well, as you can see, this source is a great piece of information that have not only the standards but an informative introduction for you to refer to. There's also an abundance of outcomes that can be used to measure student progress towards information literacy. So we're going to talk about the Five Associations of College and Research Libraries or ACRL standards. And these include standard one, the information literate student determines the nature and extent of the information needed. Standards two, the information literate student accesses needed information effectively and efficiently. Standards three, the information literate student evaluates information and it sources critically and incorporates selected information into his or her knowledge base and value system. Standard four, the information literate student individually or as a member of a group uses information effectively to accomplish a specific purpose. And standard five, the information literate student understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information adequately and legally. During this presentation, we will look at indicators, outcomes, and activities that align to each of these standards. We really hope that you'll be able to leave this webinar with some activities and ideas that you can use as soon as tomorrow in your libraries. As we look deeper at these standards, we realize that they included steps and components of research processes and inquiry models that you may already be familiar with. These include the Eisenberg and Berkowitz Big Six, the Stripling Model of Inquiry, the McKenzie Research Cycle, and others. I just wanted to take you quickly to the Big Six site that I use quite often at both elementary and high school libraries that I worked at. On this site, it walks you through, there's tons of resources, but also it'll walk you through the six steps of research that are involved in the Big Six, of course. Step one being task definition, where students and researchers will identify the problem and identify the information that they need. Step two is where they will determine all the possible resources and select the best resources to solve their problem. Step three is when they physically locate the resources either in print or digital. And step four is when they engage with these resources to take notes and organize our information. Step five is the synthesis, where they're gathering together all of the information and putting it into a product or presentation. And step six is when both the teacher will evaluate the product in the process and also the student will self-evaluate their product in the process. Again, this resource is a wonderful site for students, teachers, and school librarians. And I'm going to take a minute to walk you through two other resources that we use quite a bit when we're teaching research skills. And this will be the Strictly Model of Inquiry in the Mackenzie Research Cycle. And the Strictly Model of Inquiry, there are several places that you can access this information. But I chose to take you to the Library of Congress Teaching with Primary Sources site because, again, this is a great way to incorporate those primary sources and show you how you can connect this model to doing that. And with Barbara Stripling's model, basically you kind of start out with connecting and wondering. You're thinking about how this connects to knowledge that you already have, and you're starting to develop some questions. You then go into where you will begin to investigate, and you're going to find and evaluate information. From that, you'll construct some new knowledge and begin to apply that understanding in a new context. Just like with the Big Six, you're just going to reflect on your learning, and you're going to begin to ask some new questions, which from there you go back and connect to your previous knowledge. What I really like about this is it's not a linear process at all, but really very cyclical, and you can see how you can go back and forth between the components of that. The other one that we're going to take a look at, and there are many, many out there, is the Mackenzie Research Cycle. Jamie Mackenzie is kind of a guru when it comes to the importance of questions and questioning with our students. He has several books out right now. We have used some in our coursework here at UNO. But, Hith? Bridget, and Wendy, I just need to turn up to a second. This is Krista. We seem to have lost your sound. Maybe you've hit a button or hit mute or something. You've cut out on the sound. Wendy, are you there? Yes, I'm here. Hi, you got dumped, it looks like. Yes, we did. Sometimes our best laid plan. OK, we want to try and pick up again. I can switch over back to you again. Is your connection OK now? Or we're not sure. We'll just see what happens. Well, we're going to try it from my computer. OK, all right. Hold on a sec. I will make you present her like I did before. And she'll be able to grab the pop up there. We're on our computers here. Do you know at what point you lost us? Because we were just talking. Yes, you were talking about the, you're on the questioning.org website. You just started showing that one. OK, so you guys didn't miss much? Yeah, we were just talking about the cells then. Yeah, and the sound died. And then your screen froze. And I was trying to talk back to you. And I kind of figured out that they must have completely lost connection. And that's what's going on here. So, OK, there, yeah. I'm going to need just one second. Yeah, no problem. Because we're switching everything over on our laptops now. Because I can do my, OK, all right. I'm not, my script's not following up. I got some time. All right, so am I live yet? It looks like you are. You're on the, I'm still seeing the Instagram website doing it. That's where I want to be. OK, OK, that's where you're on then. Yep, that's what you're showing. It looks like it's moving around and doing some stuff. So you still have a live connection, yes. OK, all right, well, I'm going to show you, just grab Bonamartens. I'm going to show you instagram.com. I apologize for technical difficulties today. If you are to just type in any subject that you are wanting to research, you don't have to create an account for this. You can, and there are certain benefits to creating an account. But what it does is it pulls up subtopics on the topic that you are researching. And then if you are interested in other subtopics, then you click on that subtopic, and it breaks that topic down into more subtopics, and you're in subtopic heaven. I'm going to go back to weather, and I also want to show you and call your attention to some other qualities of the site that I like. For example, you'll notice here the key facts. The key facts list a ton of key facts that you may or may not be interested. Also notice for students, vocabulary terms are highlighted so they can click on those. I'm on more about the vocabulary terms. They can delete the key facts. And also notice this little pin right here. If I like this fact, I can click that pin. It'll add it to my diagram, but then it'll also add it to my journal. This will be handy when the students get a little bit further in the note-taking process. They can start their own journal, pull over facts that they like or they think are relevant. Notice it also pulled over the resource that that fact came from, and I can also add my own notes to this journal as well. Please notice that students can either print this, so again, they don't have to create an account. They can email this to the students, or also this journal can be connected to Edmodo if they use Edmodo in the classroom. To go back to the graph, you just simply click the graph tab so students can add to their subtopics list. They can find further subtopics. They can take notes on the site. And also very quickly too, notice there are websites that you can access. There are videos and images on your topic that you have more visual and audio learners. Also there are quizzes on there for students to check their knowledge and a glossary of terms as well if there are some terms that students are unsure about. And the last thing I want to share with you, because there's so much on the site, this is my favorite aspect, but I'm going to move this button. And what this button does is it changes the level of difficulty of the concepts and terms and vocabulary. So I went all the way to the left, and that, if you noticed, really simplified the concepts and the vocabulary. If I go all the way to the right, it makes the concepts a little more difficult. If I go in the middle, it's in the middle range. So regardless if you're teaching at the high school, not all of your students are reading at the high school level. And this is also a great tool for ELL students as well. This brainstorming process and using this site during the brainstorming process would be essential to providing key facts about the topic. It'll also help students learn terminology and symptoms that can assist them in developing their research question. We realize that it's common to work with a predetermined curriculum-based research objective. That happens quite a bit. However, we also know that a major goal is for our students to really start formulating their own higher-level questions based on their research interests. Since essential questions are crucial to successful research, it may be necessary to guide students through this process. And so we've come up with this activity that can help you do that. By having students complete a topic triangle in which they narrow down their focus, they are better able to formulate a higher-level thinking question. For example, a topic like environmental awareness is a bit too broad. Instead, students could narrow this down further to narrow their topic. And for example, if I use Instagram before this, it'll help me find those narrow subtopics that they can use. And then specify the topic even further to focus on acid rain as a component of pollution, and further specifying it to acid rain in the United States. From here, we would be able to, or students would be able to formulate a higher-level research question such as, drum roll please, what is the connection between acid rain and air quality in the Midwest? Different types of questions can help refine and shape the direction of students' research. And I showed you earlier that McKenzie's site, and really he does an amazing job of kind of breaking down all the different types of questions that are still very higher-level that our students can be asking. So you can see how the research question that we asked can be changed and modified by focusing on either cause and effect. So what effect does acid rain have on agriculture in the US, again we're being very specific. Comparison, how does acid rain affect the environment in the Eastern United States compared to the Western United States? A measuring type question to what extent has acid rain impacted agriculture, production in the last 50 years, or even a process type question, how can acid rain be monitored in order to educate about the dangers? These activities meet ACRL standard one, indicator one, in which the information literate student defines and articulates the need for information, by exploring information and defining, and modifying information to achieve a manageable focus. We are really beginning to rev up for research at this point. Once students have narrowed their topic and created a higher-level thinking question to research, what do you do next? Well, ACRL standard one, indicator two is the information literate student identifies a variety of types of formats of potential sources for information. To do this, they need to consider what information they need and where they will find it. The sources of information and the specific information selected will be determined by that information need. And we all know that not every information source is equal or necessary or good. So in order for our students to know which resources to use, they need to first know which resources are available to them. At this point, we've been talking about revving up for research by narrowing down a topic, narrowing down a topic, and developing a higher-level research question. However, long before this revving up for research begins, students need to be aware of all the resources a library has to offer. This can and should be done throughout the school year and includes both print and digital resources. You need to consider whether or not your library has subscription databases, magazines, a print reference section, a copy of textbooks used for curriculum available for your students and teachers to use in your library. Keep in mind if your school does not have a budget for subscription databases, there is an option for you. And for those of you obviously joining us from Nebraska, this one would or should look familiar, so Nebraska Access is a great, great resource. Thank you, Krista and NLC. For those of you that are not in our state, we really encourage you to check with your own state library commission to see what's available with Nebraska Access. We have databases that are available to everyone in the state. And when you are from a school site or public library site, there's no login meeting the IP address. I believe it is read through the IP address. But you can see that we have all of these resources at our fingertips. And I will tell you that especially when I'm looking at selecting sources for the support information literacy, I really look at books in print and nonfiction connection. They allow me to break things down by topic, by grade level, by format, that I get full professional reviews. So on the back end, these are the kind of sources that I'm providing for students who are then searching for information. But again, we have all these databases, including on the file full text select, where you'll get full text articles. Of course, the classroom teacher and school librarian first need to discuss which types of resources the students can and will be able to use during the research process. And oftentimes, these are determined by standards, target objectives, and any other learning outcomes of your district. So an activity students could do is to create a concept map like this. And this would allow them to brainstorm and visualize all possible sources of information before they even begin their search for credible and authoritative sources. Much like they narrow down their research topic into a higher level thinking question, they really need to narrow down all possible sources of information to those that will best help them answer that question. We don't want to get them too far ahead of the process. They need to think about what's best going to help me. And by having a system for organizing information, they can identify gaps to determine if they need to revise. And this is actually meeting ACRL Standard 2, Indicator 1. The information literate student selects the most appropriate investigative methods or information retrieval systems for accessing the needed information. With this type of activity, students are really beginning to develop their plan for research. And we created this graphic organizer just on Microsoft Word SmartArt. Once the possible resources have been determined, we would then move into selecting the best resources, which is Standard 2, Indicator 2. The information literate student constructs and implements effectively designed search strategies. One type of activity that leads students through the evaluation process would be for them to create a table like this. So here, students are determining the quality of information for a variety of sources because they're going to start considering the purpose, the audience, the authority, credibility, currency, and accuracy. They're also considering if the source is primary, information in its original form or first-hand accounts. And again, I took you to Library of Congress earlier, which has just a wealth of information here, or secondary, removed from the original source. And with your research projects, there's oftentimes going to be a combination of the two. Students are ultimately asking if the source that they are looking at provides them with high-quality information, and if the source provides the information that is useful in answering their research question. Once a topic, question, and possible sources for searching information have been identified, the next step would be to determine key words for conducting the research. Students frequently attempt to use their research question to search for information, meaning that they type their question in the Google search box, which can lead to frustrating and an overwhelming amount of results that leads to their information anxiety. To help students select keywords that will allow them to successfully locate information relating to their topic in question, we recommend an activity like this. So here we have a pretty simple search term guide that we created just using tables in Microsoft Word again. By creating a search term guide like this one, students can better identify concepts, keywords, terms, and synonyms of words that become their first round of search terms. And again, the InstraGOT site that Wendy demonstrated earlier can also help with this. So for example, we've been talking about the effects of acid rain and connections to air quality in the Midwest. Since that's our research question, then our table could look like this. Concept one is acid rain. And if you think back again to that InstraGOT, we had some synonyms that they were giving us. So a good starting point for possible keywords might be wet deposition and sulfur dioxide. Concept two is air quality. And other search terms here might include smog or ozone. And concept three is the Midwest. Other search terms here might include Nebraska or Great Plains. You'll notice that within each concept, students will be using the Boolean operator of OR. This will retrieve all records that have either term. Between each concept, the students would be using the Boolean operator of AND. This will retrieve all records that include both terms in the same record. Students can also use the word NOT, which would eliminate any records that would contain a term that they know would not be useful to their research. This activity and process will save a lot of time that would otherwise then sorting through resources and records, it would not be helpful to answer in the research question. And saving time, as we all know, can alleviate anxiety. This addresses the ACRL standard two indicator four. The information letter of students refines the search strategy if necessary. So if you're not familiar with Boolean searching, there's a great resource that can walk you through this. It's called a primer in Boolean logic. And I'm gonna take you there because it's much easier to understand the process when you can kind of see how it works. So again, our main terms here are OR and NOT. And the example that they use here is college. And so someone is searching for information on college. But by using the Boolean operator of OR, it will also pull up university. And what they're gonna do here is it's going to look at all records that contain the word college. It's gonna look at all records that contain the word university. And it's gonna look at all records that contain both college and university. So by using the operator of OR, it's actually gonna increase the number of results. And here is an example of doing it with three different terms. When you use the operator of AND, you're gonna retrieve records which both of the search terms are present. So here are the examples, poverty and crime. If you type in both the poverty and crime, you're going to get this in the shaded area. It's not gonna retrieve anything that just has poverty or just has crime, but only those records that have both in the information. And so that's going to limit the number of results. And then the final example is the not logic. And here they're using cats and dogs, but they actually want cats, not dogs. So it's not gonna pull up anything that has cats and dogs. It's not gonna pull up anything that has dogs. It's only gonna pull up those information that is just specific to cats. And again, here you're actually limiting the number of hits. Students are really starting to rev up for research now. They have identified a topic, they narrowed it down, they developed a research question, they determined possible sources available and they developed search terms to use when conducting their research. We all know at this point it's tempting for them to type those terms into Google and hit the search button. If we've prevented them from typing their research question in, they still might be wanting to be typing all of that in. And as Wendy mentioned, it's going to yield millions of hits. So we suggest the following activity so students can experience the difference between information found through searching the web and information found in the library's databases. There are two parts to this exercise. In the first part on the top, students will look up their topic in both Google and in the library's general periodical database. They should be encouraged to use the search terms with or and and not as described earlier and include this in the first column. They would then record the number of hits and indicate how the results were organized. Next, students would list the types of materials that were found. In the second part of this exercise, students will identify the best sources of information and provide a description of the information and the authority of the author. The goal of this type of exercise is for students to understand that a library database will yield much more information rich results with less time and effort and anxiety and that conducting the same search on the web, not so much. It's really an opportunity to discuss how Google, although yielding millions of results, and you know usually their first choice, is really only scratching the surface. It won't yield and it can't index information on the deep web, but that information that is actually hidden within databases. And typically the information that's best gonna help answer that research question. So this type of activity addresses ACRL standard two, indicator five. The information letter student extracts, records and manages the information and its sources. All right, students are now ready to start reading information and selecting main ideas and analyzing the structure and logic of supporting arguments and methods. Here we are beginning to move on to ACRL standard three. The information letter student evaluates information and it sources critically and incorporates selected information into his or her knowledge-based and value system. This is really all about note taking. There are several strategies that can be used when teaching this concept. A, B, C, Lou, mind maps and tables. So some of you, maybe many of you are probably familiar with the acronym ABC Lou. This A stands for abbreviate, B stands for bullet points, C stands for what I like to call cell phone language because I think it's a little bit more current than caveman language. Lists, our L is for lists, O, one word for many and U, use your own words. And this is really an excellent mnemonic device that students can easily remember so they're selecting and using information at the plate. And I just wanna take you to a quick site that we really like and even when you're teaching high school students that are preparing for college, I don't think they're too old for grammar granny. Grammar granny always has some great content on this site. But you'll notice that she does to break down this ABC Lou process. And so really kind of gives them some good examples. Something like United States of America just put US. Bullets, with the example of baseball, bullet point, those information, nine players, everybody plays both offense and defense and so on. She has a really great exercise on here that you might try. And I think even our high school students would really enjoy being the caveman and having them read a resource or hear a resource or have someone, even a TV report, and they have to practice the skill of cell phone language. She even wants them dressed up in a sheet to look like I think Fred Flintstone. I think another way too for caveman language would also be having them take their notes in tweets. So that would really require them to lower the amount of characters in terms they use when they take notes. Great point, 140 characters or less. Again, lists, one word for several, be thrifty. You don't want to get bogged down. And finally, use your own words. And this is going to come up here again later when we start really diving into ethical use. A mind map also works well and helps students conceptualize and visualize important points and sub topics to focus on. There are several free online tools that can help in this process, including Instagram that I previously showed you. But I also wanted to take you to Bubble Us and show you how this can be used. Bubble Us is a free site. Does not require a login or username or password. You can have a username or password to save it. Bubble Us pretty much takes you to the screen. And literally, you just start here. Right now my son is studying about weather in his class. You just type in the main concept. And if you want to make concepts to go off of your main point, you can type that in. And you just keep going to town. I'm going to put types of weather. And also, one thing that I know, and you can keep going and keep adding your concepts and adding more and more notes. But again, now I've got types of clouds. Now I'm going to add my notes off of this bubble. And oh, wait a minute. It's the same color. One thing that I really like, and I know the kids enjoy too, is you can change the color as well. And make this even more visual for them to keep building and taking notes. And also, this will help them easily transition into the writing process when they've got their main ideas and they're supporting details in different colors and layer it as well, too. This is a really visual graphic way to help students take notes and then see how the information can very easily be transformed into an essay or a final product. Bubble Lass is one that I like, but there are also other graphic organizer creators. Poplet is another one. And then we also have demonstrated some smart art and Microsoft Word as well, too. That does not require internet. And creating tables are really also an efficient way to help students arrange information for note-taking. A simple table like this allows students to focus on the main ideas and organize the information they're extracting from their sources. So again, if you take our example of the connections between acid rain and air quality in the Midwest, we would have acid rain, air quality in Midwest in our columns. And then in the rows, we might be looking at causes, regulations, and possibly researchers in the field. It's really imperative to expose students to a variety of tools and note-taking strategies. So one way is not gonna fit everyone. This way, they are really better prepared for the post-secondary environment. They can select the tools and strategies that work best for them and their learning style. All of these note-taking tools and strategies that we've addressed, or we've shared, address ACRL Standard 3 Indicator 1. The information-literate student summarizes the main ideas to be extracted from the information gathered. As well as Indicator 3, the information-literate student synthesizes main ideas to construct new concepts. At this point in research, students are really beginning to recognize the inner relationships among concepts and should be thinking about how to synthesize this information into a final product. This step is crucial as students really need a tool and method to help them put the information into their own words, thus avoiding plagiarism. The next step is to begin drawing conclusions based on the information they've gathered and integrate this new information with their previous knowledge. This is ACRL Standard 4. The information-literate student, individually or as a member of a group, uses information to effectively accomplish a specific purpose. There are many, many, many ways that our students can demonstrate mastery of a concept, and oftentimes we realize they're gonna have a research paper because they're required to write a thesis statement and have supporting paragraphs and a conclusion. However, there are several web 2.0 tools that will also allow students to present and share their research findings in a unique way that requires them to go beyond basic knowledge and comprehension of a topic. These also allow students to tap into their creative side. These tools can include Inomoto, Glokster, Prezi, SlideShare, VoiceThread, there are many, many more. And you can access information on these and many more at the AASL's site for best websites for teaching and learning. And I'm gonna take you there quickly just so you can see how they have actually breaking it down for us by these big concepts. So media sharing, digital storytelling, managing and organizing, social networking, content resources, and curriculum and collaboration. And you might think, well, how is that gonna, how does that allow them to do a final product? Well, when you look in here at some of these standards, they're talking about using information tools to organize and display knowledge and understanding in ways that others can view and assess down here. And here's Poplet even that Wendy was just talking about, digital storytelling, creating an artistic format to express personal learning. Managing and organizing tools. And social networking communication, here they're really sharing and what the information that they gather. So we encourage you to check out this AASL website. And again, this active link is going to be on the presentation for you to do that. Okay, if students have a choice in how they represent their new knowledge, it is important for them to choose a communication medium and format that best supports the purposes of the product or performance and also the intended audience. They also need to understand many of the economic, legal and social issues surrounding the use of information and access and use of information ethically and legally. This is ACRL Standard 5. Throughout this process, students have been collecting, organizing, synthesizing, data from various sources. They've been critical and they've been creative. Thinkers as they brainstorm, they analyze sources and they question group and individual assumptions. Our goal is that they have also been ethical throughout this process. An activity that might check this ethical use can take place before the students ever submit their final product. And there are many free resources that help school librarians and classroom teachers teach the important concept of copyright and fair use. These include online interactive tutorials and quizzes from teaching copyright, from the copyright sites. There's one called copyright with Carlos and Eddie that I like. It's a couple of animated characters and the students can really relate to. There are sliders and spinners from the United States Copyright Office. There are just plenty of resources out there for us. And they help engage students in authentic learning experiences and help them understand the implications for using the work of others. But by making sure students understand and follow the guidelines for copyright and fair use, this will address Standard 5, Indicator 1. The information literate student understands many of the ethical, legal, and socio-economic issues surrounding information. And information technology. And this also addresses Standard 5, Indicator 2. The information literate student follows laws, regulations, institutional policies, and etiquette related to the access and use of information resources. Once our students have a better understanding of the implications for using the work of others and are familiar with the why for citing sources, they now need to understand the how for citing those sources. Although this step in the information literacy process can be anxiety-producing, it has actually been made much easier through the use of technology. Many, if not all, of the common databases in our schools have citation builders built right into their features. Students simply click a button to decide the format for the citation, for example, APA or MLA. And the database will provide a citation. However, for sources of information taken from other online searches and print materials, a terrific option for building citations would be easybib.com. And let me take you there just quickly, very quickly. As you can see here, you have the options, or students have the option of citing a website, a book. Notice here they can just type in the title ISBN, great way to teach them about ISBN, newspaper, journal, database, and there's even more. The most useful I find and easiest to do is just by citing a website. All they have to do is copy and paste a website URL into the resource, into easybib, click cite this, and it will cite the website. It also, it will generate a citation for you to copy and paste into a document, but it'll also keep a running record if you wanna just create your whole works cited page here on this website. Again, nice and simple. Our students have now reached the last of the indicators for standard five, which is indicator three. The information literate student acknowledges the use of information sources and communicating the product or performance. So through this whole process, our students have narrowed down their topic, they formed a research question, they've determined possible sources of information, they have selected the best sources that are gonna help answer their research question, they've located and they've extracted information from within in those sources to take notes and they've organized it, and they put their information in their own words to create a product, they've given their citations, and they've given credit to the sources. They've demonstrated the skills of information literacy. However, they are not quite done. We don't want our students to hand in their product and move on to the next project or assignment. An essential 21st century skill is for our students to evaluate and reflect on both the product for effectiveness and the research process that they use for efficiency. Although this is not addressed in the ACRL standards, it is addressed in both the American Association of School Library and Standards for the 21st century learner and the partnership for 21st century skills and also it is a sixth step in the big six research process. As well as one of the components of the Strickling Model. One way to do this is to have students complete a self evaluation form. Some example questions you may have students consider during this process could be, what did I learn about my topic that I didn't know before? What source or type of source did I find useful that I've never used before? Why was this great and how did I find this resource? Which areas and section of the project were the most difficult for me to complete and why? Which part of the research process did I most enjoy? And what would you or the students do differently the next time? I often like to capture that last one so students can think about this the next time they research. Remember, research is not always linear. It is not always neat and clean. It is cyclical and sometimes is messy. However, there is still a process of steps we must go through as we get our students towards becoming information literate. It is imperative that we work together with our classroom and content area teachers to ensure our students recognize when information is needed and have the ability to locate, evaluate, and effectively use this need information. As the Association of College and Research Libraries tells us, information literacy forms the basis for lifelong learning. It's common to all disciplines, to all learning environments, and to all levels of education. It enables learners to master content and extend their investigations, become more self-directed and assume greater control over their own learning. And as school librarians, that is really our ultimate goal. So, thank you for joining us today and hanging with us through our technical difficulties. It is rather silly as we're sitting here with four screens in front of us on different computers. We hope you are able to incorporate some of the activities or ideas we've suggested into your next collaborative project with your classroom and content area teachers. We also would like to leave you with this thought from the resource Faculty Focus. An interdisciplinary effort gives students ample opportunities to practice and develop their writing and research skills. The cumulative effect of this approach not only benefits faculty, but our students seem to appreciate and feel less intimidated working within this method as well. So let's work together to ease information anxiety and go rub up for research. Thank you. Okay, thank you. I don't know much time we have for questions, but we'll gladly take them. Oh yeah, no problem. Thank you very much Bridget and Wendy. Yes, we will have time for questions, of course, since we had that break in the middle. It's not a problem if we go over. We don't lose too much. I think we kind of caught you up once our technical difficulties were resolved. And Wendy was a kid, we had four different screens going in. Things looked right on our end, but I don't know. Yay, modern technology is just a wonderful thing when it works, yes, as commonly said. If anybody does have any questions, comments, suggestions or how you do things in your library or schools, type them into the questions section. We do have one comment that came through and we were having the technical issues and I saved it just to let you know that someone did. Maria Francesca did say it's a definitely a wonderful topic, well researched and presented so far. So she knew it was going good when you started. That's awesome, thank you. Yeah, just some things coming through. We will have the record. Go ahead. Michelle, Michael was still on, thank you for calling me. She actually called me to tell me that we lost contact because we're just chatting away thinking everything's going fine. I did try and call as well. I was assuming you're probably not answering on purpose because you were doing your session, that's what I do. We will have the recording up. The part when we lost connection will edit that out so we'll have an easier flow through the whole thing. The PowerPoint presentation, for anyone who's wondering, the full presentation will be posted up as well with it. Brigitte or Wendy will be emailing that to me when we get off the line here. And the links that were mentioned in the presentation, as you saw, they are hot links right from there as well. I am also going to be adding some of them already in there to the commission's delicious account so you'll have a quick link to all of those websites and everything that were mentioned as well. So we'll have all that. Doesn't look like any, while I was chatting away here, babbling away, doesn't look like any actual questions have come through. Just a bunch of really thank you, thank you so much. Thanks for the presentations. Well, we appreciate it. Hopefully there's some activities that they can turn around and take today and use tomorrow. I really enjoyed it, it was very good. I wish I had some of these kind of skills more. When I was in college, I kind of just flailed around as best as I could, I think, with some of these things but not anything officially taught to me as here's how is the right way to do it. I think I fell by accident into some of these skills and processes. Yep, and that's what we're seeing here with our candidates too and it's just nice for them to be exposed to as many different processes and skills and strategies so then they have some tools in their toolkit to pull out when they're faced with a big project once they get up to the post-secondary environment. Absolutely, because everything changes then. Okay, well, thank you very much then, Bridget and Wendy. It was great to have you on. I'm glad we were able to get the technical issues resolved so we can get the full recording here and the full show going. So thank you very much. I'm going to pull back presenter control here again. And I will send, on the PowerPoint that I send you, Krista, it will include our contact information as well. We're going to add that to that last slide in case anybody wants to get in touch with us. Okay, great, absolutely, sounds good. All right, thank you. All right, thank you everyone for attending this morning and thank you for holding out through our technical difficulties. That will wrap it up for this morning's show. Hopefully you'll join us next week for next week's Encompass Live, which is our monthly tech talk. Once a month, Michael Sowers, who's the Technology Innovation Librarian here at the Library Commission comes on as a tech talk. This month, however, we're doing something a little different. He's actually not going to be on the show. He is traveling down to Kansas to attend the Northeast Kansas Library Systems Technology and Innovation Day. And what we are going to be doing then is instead of him doing an actual episode, he is going to be, we're going to be live broadcasting their opening keynote from Cynthia Dutonhofer from Central Methodist University in Missouri. We'll be on it. This will be at a special time since they are, we're doing it with their schedule. It will not be at 10 a.m. It'll be an hour earlier at 9 a.m. Central Time. So be aware of that. As you can see, I've got some notes here for that. So it'll be a special time with a special broadcast that we'll be doing it next week. And if you are interested in any other learning opportunities, we want to bring your attention to our Nebraska Learners 2.0 program. This is a 23-thing style program that we do here in Nebraska for any Nebraska library staff. You can learn different, every month we put up a new technology or a website or service that you can learn about. This month we're learning about social news sites like Dig and Reddit, things like that. You can also read a book every month. We suggest a book title, something that is related to libraries or librarianship. You can do that. If you are in a Nebraska library, a public library, you can earn continuing education credits for doing these things to the program. If you're not in a Nebraska public library, check with whoever submits, gives you your continuing education credits and they might agree to do these as well if you actually participate in our program here. You could possibly earn credits on your side. So that is it. Oh, also just the last final thing, Encompass Live is on Facebook. So if you are a Facebook user, let me get down here, please like us on Facebook and you'll get notifications of when new episodes up, when the recordings are available, anything related to some of our shows we'll put here on the website. I'll post it up onto our Facebook page as well as on our website. So thank you very much for attending and that will wrap it up for us. A few more nice thank yous coming through. Very interesting, good resources. Good job Bridget and Wendy. Thank you so much for being on the show. So hopefully we'll see you next week at 9 a.m. Central Time for Encompass Live. Thanks.