All You Need to Teach - Info Literacy 10+

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Sixth Year at School Rostered on Organise a roster of partners to fill different roles in the library. Assign partners responsibility for circulating resources. Ensure they know the procedures for reserving books, and what to do if students have overdues or exceed the limit. Have them organise the books for shelving in all sections and shelve these correctly. Ensure that each student can search the OPAC using a variety of search terms, and knows how to check the availability and location of the resource and find it on the shelves. Demonstrate how to use ‘see’ and ‘see also’ references, and brainstorm other search terms. Assign partners responsibility for teaching other library users how to search the OPAC and assess the suitability of a resource using the blurb, contents page, index and general layout. Have them help other students find resources online, select a website and navigate to the required information. Remind them to demonstrate how to check if it is accurate, reliable and current. Have them show younger students how to keep themselves safe on the internet. The love of literature Encouraging a love of literature is another important library role. Roster volunteers to conduct lunchtime story-reading sessions for younger students. Attractive displays engage students, inform them about what is available, and can encourage them to try new things. Organise a roster for small groups to create a display promoting an unusual or unfamiliar topic, genre, author or illustrator. Each group member should also read and review at least two of the books on display and create a bookmark review, using BLM 11. Check these reviews and have students place them inside the correct books on the shelves. Students can create 60-second video advertisements for their books using software such as Microsoft Photo Story 3. Ask students to read and review the short-listed books for state or national awards. Display their reviews with the books and allow others to post their opinions. Celebration time Suggest to the class that they host a visit by an author, or invite a local celebrity to come to read to students. Ask students who they would like to invite. Begin by having them prepare an invitation. When the invitation has been accepted, work with students on developing special displays and advertising. Remind them that they will need to organise a gift and write a thank you speech. Distribute BLM 12 and explain the concept of a time-and-task management plan. Have students create a class plan and use it to keep track of progress. Book fair Using what they have learned from the previous activity, allow students to take a leadership role in planning and holding a book fair. Students could: • make posters to advertise books for sale • compile ‘wish lists’ for themselves and the library. To gauge which books the student body would like to see purchased for each age group, have them conduct a survey and tally the results • create and hold competitions, such as ‘dressas-your-favourite book character’, or colouring competitions for younger students and book quizzes for older students. Competition prizes could be vouchers to be spent at the book fair. Reserve some budget so that prizes can be purchased and awarded. Awards ceremony Design a certificate to acknowledge the community service contribution that students are making as library helpers, and present these to the whole class at the end of the year. 19
Lesson Bank All About Learning Learning for Life V We learn in different ways and we need to acknowledge this when we work together. V Understanding how I learn is important. V I can show what I have learned by teaching others. Focus Questions What does a human brain look like? What do the different parts of the brain do? How do we learn? How can we teach others effectively? Resources V a cauliflower or red cabbage, small enough to fit into the palm of your hand V a walnut in a shell V a model or diagram of the human brain V BLM 13 Other Useful Resources V software, such as: –Microsoft PowerPoint –Apple iWork Keynote V websites, such as: –Flash Slideshow Maker www.flash-slideshow-maker.com –Inspiration www.inspiration.org –The Brain Museum www.brainmuseum.org –Neuroscience for Kids http://faculty.washington.edu/chudler/neurok. html –Visual-Aural-Read/Write-Kinesthetic-Learn www.vark-learn.com/english/page. asp?p=younger –Gardner’s Multiple Intelligences www.howardgardner.com Learning Activities Whose brain? Share images of animal and human brains with students. Have students discuss them. Is an elephant’s brain bigger than a human’s brain? Is an elephant more intelligent than a human? Why does it have such a big brain? Are there any living creatures that do not have brains? Explain that all creatures with the ability to choose to move have a brain to tell their muscles to make movement. Give students the examples of sponges and corals to illustrate the types of animals which do not have a brain. Explain that most animals need the ability to move so they can be safe, eat, drink, communicate and reproduce. Brain size in animals is related to body size but has also been found to be an indicator of intelligence. Share examples to illustrate this. Explain that some animals have brains which are larger—in relation to the size of their bodies—than others, and that scientists have found that an approximate assessment of the relative intelligence of animals can be based on the ratio between average brain mass and average body mass. Use a small cauliflower or red cabbage to demonstrate the size of a human brain. Compare it to the size of the head. Compare human brain size to that of other animals and discuss the reasons for the differences. Our brains are large—relative to the size of our bodies—when compared with those of other animals. For example, if our brain size was in the same ratio to our bodies as the brain of a sperm whale is to its body, our brains would only be the size of walnuts. If your brain accounts for two per cent of your body weight, how heavy is your brain? The working brain Brainstorm and list all of the things students know about their brains. Use a graphic organiser in both the chart and outline views to present the information. Have students suggest headings to organise the statements, and show them how to connect the statements to create a summary. Pose questions for further investigation. 20
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