The Teacher's Guide to Creating Short Courses Here are ways to combine MicroModules into short courses for teaching 21st Century Information Fluency skills. Assume that each module will take about 30 minutes to complete. Some MicroModules may take longer to complete depending upon the learner's previous experience.

Lesson Plan Example

Learner Characteristics

A class of 23 eighth graders meet me in the library for 30 minutes once every nine days. About half the students come from rural, farm families. The others are mostly small town folk, except for a cluster of six who live in an expensive subdivision. Three students are formally labeled learning disabled and bring an aide with them. All have had 2-3 years of computer experience.

Goal

Our goal is for each student to complete twenty MicroModules in 21st Century Information Fluency Skills.

Objectives

Each student will complete one MicroModule per class with at least 80% accuracy on the post test.

Learning Methods and Strategies

Students will take a pretest to help them recognize what they already know and describe what they need to learn. They can then focus on the skills they need to acquire. The MicroModule screen shots, sequential directions, and audio narrations should help learners with varying reading ability understand new concepts. Each MicroModules final review page will help to pull all the new ideas together before the post test. The post test provides correct answers for any missed items, so that the students will have the correct answers about the issues they haven't yet mastered.

Materials List

• 23 Internet connected computers
• Internet connected computer with classroom display
• Printer
• Access to IMSA's MicroModules

Activities

• Teacher will demonstrate the Find Command MicroModule together. Everyone gets a free "A" for this one.
• Students sit down immediately upon entering library and begin second MicroModule.
• Print pretest score page and write name on it.
• When finished, print post test score, and write name on it.
• Hand in both pre and post test score pages.
• When finished student may choose a book from the library stacks.
• If a student is absent, s/he will need to complete the module on his/her own time. Personally schedule a time with the librarian.
• Teacher will post an anonymous chart comparing aggregate pre and post tests so everyone can see how much they are learning.

Assessment

Pre and Post assessments are built into each MicroModule. Students will print the results of their post-tests and deliver them to their instructors.

Standards

National Educational Technology Standards for Students: All students should have opportunities to research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems. (Grades 6-8, 10: 2,5,6)

Information Literacy Standards for Student Learning: The student who is information literate accesses information efficiently and effectively. The student who is information literate evaluates information critically and competently. The student who is information literate uses information accurately and creatively. (Category I: Standards 1, 2, 3)

Illinois Learning Standards: Use the language arts to acquire, assess and communicate information. Analyze and evaluate information acquired from various sources. Choose and analyze information sources for individual, academic and functional purposes. (5.B.3a) Identify, evaluate and cite primary sources. (5.B.3b)