Catlin Gabel

Library Skills

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Units

Unit	Essential Questions	Habits Of Mind	Content	Skills and Processes	Assessment	Resources	Multicultural Dimension	Integrated Learning
General Skills	• What is a good book for me? • What are good ways to do research for various class projects (or my own interests)? • How can I show that I know how to use a library?		Student will know how to define the information task Students will know how to locate and access resources Students will know how to employ information seeking strategies Students will understand how to effectively use the information they gather Students will know how to synthesis the information they gather in the appropriate format Students will know how to evaluate the quality of their finished product as well as their own effort	Determine the information problem to be solved Reformulate a complete statement of the task Pick out key words embedded in a question Ask a good question Understand and follow printed and/or oral directions Determine what sources are available Independently gather resources Determine if the source is usable Access appropriate information systems, including: online databases, union catalog, electronic multimedia Develop alternatives and to seek a variety of materials Determine which information is most/least important Recognize that information can be gathered from many sources, including investigation, observation, and human resources Use appropriate criteria for selecting sources Distinguish facts from opinion Accurately and completely summarize/ paraphrase the main idea from written and oral sources Read, listen, view, and touch carefully to acquire information. Organize information in clear, coherent presentations Present information in ways appropriate to the task Participate effectively in discussions and debates Produce personally designed products to communicate content Demonstrate a high degree of confidence in the quality of the product produced Assess the product for completeness, strengths, and weaknesses Develop criteria to determine the effectiveness of the process used to solve the problem Provide recommendations to improve results *Determine the need for further information	Informal observation and conversations with students. Rubrics in conjunction with classroom teachers	Catlin Library Catalog: http://catalog.catlin.edu/ Global Issues in Context: http://infotrac.galegroup.com/itweb/port60236?db=GIC Online-Reference books: http://go.galegroup.com/ps/start.do?prodId=GVRL&userGroupName=catlin&authCount=1&u=catlin Journals and Periodicals on-line: http://cm.oslis.org/	Collection development completed with particular focus on both multicultural topics and authors of diverse backgrounds.	See specific units for collaboration with classroom teachers.
Banned Books Week 6th, 7th, 8th	How do I become a confident and compitent selector of materials that are appropriate for me? What are the objections people have to materials that cause them to challenge or attempt to ban and item? What protects our freedom to read what we choose in America?	Urging students to begin asking questions regarding privacy, censorship and personal responsibility.	1st Amendment protects our Freedom to choose what we want to read. Material is challenged every year by people wanting to restrict access that material. It is important to develop our own ethics, preferences about what we want to look at but not ok to determine what is okay for others.
FAME--7th grade History	How do we conduct group research using the library resources? How do I find useful information in the print resources provided by the library? How do these resources compare to the digital resources?
Human Rights--8th Grade History	How do I determine a memoir or novel that interests me based on human rights themes? How do I select a title that is appropriate for me based on human rights themes?		Student will select, locate, assess for personal interest and values, and check out fiction title to read for 8th grade history unit on human rights.		Assessment: Circulation statistics by grade level. Informal statistics on numbers of students who read more than one.	https://catalog.catlin.edu/ https://catalog.catlin.edu/common/servlet/presenthomeform.do?l2m=Home&tm=Home&l2m=Home		8th grade history
Spanish cultures	What are some benefits of print vs. electronic resources?	Determining possible sources and then the best sources for the information task.				New print resources aquired from Marshall Cavendish--Cultures of the World CIA World Fact Book Culturegrams Online		Coordination with MS Spanish.
Poetry Selection--7th grade English	How do I choose poetry that I would like to read and emulate?	Through exposure to a wide variety of poetry resources (contempory to ancient, humor to pain, written by men and women, young people and older, many ethnicities and life experiences) students can begin to determine their own likes and dislikes.					An incredible diverse collection of poets from all over the world, ages, walks of life including: sexual orientation, mental health situations and survivors of war and abuse.
Volcanoes	How do I find a print resource in addition to electronic resources on my volcano? How do I cite my source?	Students will compare electronic vs. print resources on a scientific topic. Students will evaluate the authority of resources on scientific topic.				Varies print resources aquired in 2009.
Art History/Studio	Does art always reflect dominant elements of culture -How is art represented by other Cultures? Who makes art and why? -Does life experiences, cultural origins, techniques and materials influence the creation of art? -How does art reflect what a culture is? Do cultures always appreciate what artists say?		*Students reserch periods of art or an artists. They look at the artist's life, artists training, and how the world they lived in influences them. Students choose to create a work ir work in the style of their chosen artist. They must use appropriate materials, technology and design elements to realize their work.	Students will create two works in the style of their artists or period art. They may create work in that is either like an original or just in the style of their chosen artist They also create an art work for a cooperative mural that is both a design problem and another opportunity to work in the style of their chosen artist. The last assigned work is a self portrait that is is not representational but reflects elements and values of the students life. Students may do a series or create a self directed course of study.*Students are encouraged to problem solve and experiment with media to realize their ideas.	Work is looked through Peer critiques, *Class critiques, Individual critiques, self/assessments, Teacher narratives and Student/teacher conferences.	Current art periodicals, books, art cataloges and Web based sources that include; individual artists web sites, gallery and museum web sites. Other source include visits to Artist shows, studios and Gallery and Art museums.	*Students are not limited to any time period, Ethnicity or culture. Presentations are made that reflect; diverse ehtinic, historcal as wellas justaposed cultural periods and artists.	Students utilze technolgy, library resources, and utilize the materials and concepts to create presentations and project for other Middle School courses.
5th grade transition	How can the library help me become more comfortable transitioning to the middle school.					http://catalog.catlin.edu/cataloging/servlet/presentbooklistform.do?listID=242059
Artist research--8th Grade	How can I find information about the artist or art period I have selected? Where can I find examples of art done by this artist?