SURE Club - National Library Board

All rights reserved. National Library Board Singapore 2013. • http://sure.nl.sg •

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OVERVIEW Why not be S.U.R.E.?

The National Library Board’s Information Literacy & Outreach Department is launching a S.U.R.E. Club for Students to provide students with a fun-filled, enriching, and activity-based programme to learn about information literacy.

The acronym S.U.R.E. stands for Source: Look at its origins. Is it trustworthy? Understand: Know what you’re reading. Search for clarity. Research: Dig deeper. Go beyond the initial source. Evaluate: Find the balance. Exercise fair judgement.

Through participating in the Programme, we hope that the students gain in a range of ways, finding new confidence in searching for information and developing new skills through going through the various interesting Club activities.

The S.U.R.E. Club for Students Resource Pack seeks to assist teachers in the running and administration of S.U.R.E Club activities in their schools. The Resource Pack contains a menu of activities for students to choose from, as well as Activity Guides, general instructions, and templates to help teachers facilitate the various achievements required by the students to earn their rewards. Students participating in S.U.R.E. Club for Students activities stand to earn various rewards such as T-shirts, books, etc., upon completion of required tasks. In addition, students will earn CCA points based on the LEAPS framework upon accreditation in the form of their teachers’ signatures to confirm their completion of the activities of each achievement. Teachers may choose from a choice of activities provided in the Activity Guide to facilitate students’ achievements. We wish both you and the students a wonderful and enriching learning journey ahead!


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INTRODUCTION The S.U.R.E. Club activities are designed as self-directed activities that student members can undertake using the Activity Guide and templates provided. The activities are structured according to the LEAPS CCA Grading Scheme; hence, S.U.R.E. Club members can be awarded CCA points, mainly Enrichment and Participation, upon completion of the activities. S.U.R.E. Club members can also obtain Achievement points by participating and winning in the NLB-organised competitions. On top of that, NLB also has a Rewards Scheme for S.U.R.E. Club members who will also receive rewards for the completion of activities. The Rewards Scheme is as follows: Welcome Kit = All members upon registration Rewards

Perks

 For completion of tasks.

All S.U.R.E. Club members.  First-come-first-served (limited availability).

1 task

Pencil case

Invitation to exclusive events

3 tasks

T-Shirt

Tours of NLB exhibitions

5 tasks

Tote bags

Authors’ talks & book signings Movie screenings

8 tasks

Book prizes

10 tasks

Visits and tours to Special Libraries such as Parliament Library

Visits to museums Celebrity meet-ups

Instructions 1. As the activities are a series of applications of Information Literacy skills, it is compulsory for all registered S.U.R.E. Club members to attend the S.U.R.E. Club orientation (Activity 1) and they are also encouraged to complete Activity 2. 2. Students may choose the activities they would like to attempt and obtain corresponding copies of Activity Guides/templates/worksheets from their teacher-in-charge. When students have completed the activity, they are to submit the deliverables to their teacher-in-charge. Once the deliverable has been verified for quality and completion, teachers may fill in the corresponding right column of the S.U.R.E. Club Activity List with their signature(s) and date(s) of completion. 3. Teachers may e-mail the list of names of students who have completed the (required number of) activities to [email protected] with the subject heading “SURE Club Activity Records” on the 15th of every month. Rewards will be delivered every quarter of the year to respective schools.


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Name: __________________________________ Class: ________________ S.U.R.E. Club Activities:

Achieved [Teacher’s Signature & date]

1

S.U.R.E. Club Orientation: Attend the Information Literacy Workshop conducted by the National Library Board

2

Are you S.U.R.E.?: Share your learning points from the Workshop with your classmates (10 – 15 minutes)

3

Information Literacy Police: Spot the Hoax! Contribute 2 blog posts on hoaxes/ scams you have encountered that are caused by a lack of Information Literacy skills

4

Information Literacy in Daily Life: Explain how Information Literacy applies to/features in a daily life scenario

5

Today in History: Find out more about what happened on your birthday, in history

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Evaluation Pairs: Evaluate 5 pairs of websites provided for you

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The Case of …: Watch the Sure Lok Hom video and create a new storyline

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Menu Selections: Get to know your Local Foods! Find out about the calories and histories of your local favourites

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Quiz Time: Complete 20 quiz questions on sure.nl.sg

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YouTube Detectives: Working Backward to Sources. Identify a YouTube video that interests you and find out more about it through research

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Research Team: Identify 1 teacher with whom you can collaborate in providing information/library resources in at least 2 units of study in their respective subjects

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Spread the Fun!: Taking responsibility for creating eye-catching displays to promote S.U.R.E. Club


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Activity Guide for Students


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Activity 1: Attend the Information Literacy Workshop conducted by NLB Activity:

Materials & Procedure:

1. Attend the NLB Information Literacy Workshop and obtain acknowledgement- a certificate of your attendance/ participation.

Materials needed: Notebooks and stationery. Procedure: This 2-hour session is compulsory for all S.U.R.E. Club members.  There will be an Information Literacy workshop with activities and games to familiarise members to Information Literacy skills.  Workshops will be held during March, June, and September School Holidays How to register: Option 1  Reply to the electronic direct mailer (eDM) for the Workshop registration  Indicate the preferred day and timeslot.  Indicate the total number of participants Option 2  In the event where no eDMs are received, email [email protected] with the subject “SURE Club IL workshop” to enquire.  Await NLB’s confirmation reply for attendance  Certificates of participation will be issued to all attendees.


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Activity 2: Share learning points from the Information Literacy Workshop Activity:


1. Create PowerPoint slides/ poster to present learning points to classmates

Materials needed: Presentation template Procedure: 

Students who have attended the workshop may work individually or in pairs.



Provide students with the presentation template, which is modelled according to S.U.R.E. – Source, Understand, Research, and Evaluate.



Students have a week to brainstorm and complete the presentation.



Students should be given 5 to 10 minutes to present their learning points with the class.



Outstanding presentations/posters may be submitted to NLB for special prizes.



Teachers may e-mail [email protected] with the subject heading “SURE presentation/ poster”


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Activity 2: Share learning points from the Information Literacy Workshop Presentation Template: S.U.R.E. Instructions: Create a presentation of what you have learnt from the Information Literacy Workshop according to the S.U.R.E. format. The Template below is for your reference. You may use this as your introductory slide.


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Activity 3: Information Literacy Police: Spot the Hoax! Activity:


1. Submit 2 blog articles about hoaxes/errors/ mistakes caused by a lack of Information Literacy skills.

Materials needed: Blog template Procedure:  Students to search for hoaxes/ errors/ mistakes that they have encountered or read. o These may come from Twitter, Facebook, other social media networks, and articles on the Internet/ mainstream media. 

Students can respond to these rumours/ hoaxes in the form of a blog post (word document format). o Guiding questions will be provided in the blog template.



Students should also provide pictures, screenshots or illustrations to accompany their blog posts.



Teachers to submit the blog posts to NLB, e-mail [email protected] with the subject heading “SURE Club blog post”



Selected articles will be featured on our portal at http://sure.nl.sg


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Activity 3: Information Literacy Police: Spot the Hoax! Blog Post: Responding to rumours/ hoaxes/ mistakes caused by a lack of Information Literacy skills. Suggested Template :

Source: http://socialtriggers.com/perfect-blog-post/

Headline Goal = Grab attention so people feel compelled to read your post. Introduction

Image A relevant picture screen shot with the source/ link clearly stated so your readers may follow your link and find out more.

Let the readers have a short summary or description of what the story/ rumour/ hoax is about.

Sub-heading What you want to focus on. Appeal to readers’ emotions; make them empathise with the people who were involved.

Content

Image

1. Questions to answer: What went wrong? Who are involved? How was the truth revealed? 2. Include quotations/ interviews from other readers/ victims.

A relevant picture screen shot with the source/ link clearly stated so your readers may follow your link and find out more.

3. Lessons Learnt from this hoax/ rumour/ scams.

‘How to’ Section Give people useful and practical Information Literacy advice. What should people do to avoid falling for these hoaxes, scams, or rumours? Provide step-by-step advice. Remember to cite your sources.


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Activity 4: Information Literacy in Daily Lives

Activity:


1. Explain how Information Materials needed: Literacy skills feature IL in Daily Life Scenario sheet in/apply to a daily life scenario Procedure:  Students to work individually. 

Students may choose from a list of scenarios and explain how Information Literacy Skills are applicable to the scenario.



Students are free to choose the style of the presentation of their responses. o o o o



Free response in 1 paragraph In point form Flow charts Illustrations

Teachers to assess if Information Literacy Skills are featured.


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Activity 4: Information Literacy in Daily Lives Question: In the following scenarios, how can you ensure that you are:  Obtaining the most authoritative or reliable information?  Making the best decision?

1) Buying a DSLR camera 2) Buying/ adopting a pet 3) Going on a holiday 4) Purchasing an item from an online shopping website 5) Embarking on a body-building regime 6) Choosing a restaurant for a special celebration 7) Have medical questions/queries 8) News of death of a celebrity

Task: Choose 1 scenario and answer these questions: 1) What are your sources of information? Would you consult more than 1 source? 2) Provide specific sources. 3) How do you know your sources are the most reliable? 4) What is your eventual decision?

All rights reserved. National Library Board Singapore 2013. • http://sure.nl.sg • 12

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Activity 5: Today in History Activity:


1. Today in History: Find out more about what happened on your birthday, in history.

Materials needed: Evaluation Template Procedure: 

Invite students to visit This Day in History: http://www.history.com/this-day-inhistory



Ask them to look up something that happened on their birthday.



Once they have chosen a topic, they are to find additional information about it from 3 reliable sources of online information.



Students should assess the quality of the website they find using the AACCO criteria (covered in the Information Literacy Workshop) they are familiar with and/or the evaluation template provided.


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Activity 5: Today in History Date Chosen: Topic: Summary of event:

Source 1

Source 2

URL

Description of source of information

Strengths


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Source 3

Activity 6: Evaluation Pairs

Activity:


1. Evaluate 5 pairs of websites by answering the questions provided

Materials needed: Evaluation Pairs worksheet, Evaluation Pairs Answer Key/ Teacher’s Guide Procedure:

Source: http://www.zu.ac.ae/infoasis/ modules/mod6/1_intro.htm



Students to work on the worksheet individually or in pairs.



Each box in the worksheet contains a pair of websites for students to evaluate.



The task for each box differs and students are asked to focus on different aspects of evaluation.



Students should assess the quality of the Website they find using the AACCO criteria (covered in the Information Literacy Workshop) they are familiar with and/or the evaluation template provided.



Students to submit the worksheet upon completion.



Teachers to check for a general accuracy of evaluation.



Teachers to hand out the Answer Key so that students have a permanent record of correct responses (optional).


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Activity 6: Evaluation Pairs 1. Neither of these sites is authoritative. Can you give reasons why? http://www.brookview.karoo.net/Stick_Insects/ http://en.wikipedia.org/wiki/Stick_insect

2. Which of these sites present credible and reliable information? http://www.thedogisland.com/index.html http://www.eurekascience.com/ICanDoThat/cloning.htm

3. What can you tell us about these two sites in terms of authority? http://home.inreach.com/kumbach/velcro.html http://zapatopi.net/bsa/

4. Which is the real WTO Website? http://www.gatt.org/ http://www.wto.org/


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Activity 6: Evaluation Pairs Answer Key 1. Neither of these sites is authoritative. Can you give reasons why? http://www.brookview.karoo.net/Stick_Insects/ This is a joke/ hoax website. 1) The contents are deliberately ridiculous. E.g.: “National Beauty Contest As the 14th December closing date approaches, members and friends are urged to enter their Stick Insects for the annual Beauty Contest to be judged in the New Year. Please send photocopies of your insects to the usual address.”

2) Also, the “Question and Answer” Section does not reflect factual questions and answers.

http://en.wikipedia.org/wiki/Stick_insect The article is comprehensive, scientific and sources are cited. Wikipedia is popular and can be a good starting point for research, provided the sources are cited correctly. However, this is not an authoritative source mainly for this reason. 1) Under “About Wikipedia”, it is stated that: “Wikipedia is written collaboratively by largely anonymous Internet volunteers who write without pay. Anyone with Internet access can write and make changes to Wikipedia articles, except in limited cases where editing is restricted to prevent disruption or vandalism. Users can contribute anonymously, under a pseudonym, or, if they choose to, with their real identity.”

Hence, be careful about using Wikipedia for projects. 2. Which of these sites present credible and reliable information? If a website LOOKS very professional, is the information more likely to be credible and reliable? Why? ... no, you can't tell from just the look of the website! http://www.thedogisland.com/index.html This is a really interesting, and totally fake website ... but so professionally done! However, you can look for the “Disclaimer” section: http://www.thedogisland.com/disclaimer.html “This site was made in jest, for fun for love of dogs and for love of life. You are to take NO actions, make NO decisions based on the content of this website. In other words, we are not responsible for ANYTHING you do. If I could make this any clearer to you, I would. You can't blame us for ANYTHING. You can't be mad at us for ANYTHING. The only point for you on this website is to enjoy yourself. And if you don't enjoy yourself, you absolutely CANNOT blame us for this lack of enjoyment - it is completely your fault. We are selling nothing, we want nothing from you, not your personal information, not your credit card, not your dog, not your money... NOTHING. We have asked you for nothing, we will continue to ask you for nothing, so please, make sure to NOT GIVE IT TO US, as we will not accept it. To all friendly, kind, loving people, who don't find a need to blame other people for any and everything, thank you for your time, sorry if you read this and felt unloved - WE LOVE YOU !!! :::))))”

http://www.eurekascience.com/ICanDoThat/cloning.htm


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In great contrast, this website looks very unprofessional. It appears to make fun of the serious topic of human cloning, and infact, that is the goal of the website, as it is designed for children! The information here is actually very credible, although it doesn't include an 'About Us' link to let you check the author of the site. It is however, endorsed by the 'National Science Teachers Association' in the UK. 3. What can you tell us about these two sites in terms of authority? http://home.inreach.com/kumbach/velcro.html This website discusses the problems of growing Velcro currently experienced in California. Velcro, however, is a completely synthetic product which is manufactured. It does not grow anywhere! The use of graphs and statistics on this Web page, as well as scientific sounding words such as flaccidity virus and millipedus minisculus, could lead you to believe that this is credible information. If you did not know what Velcro was, clicking on the author's name, Ken Umbach, tells you that the information and author are totally bogus! “A Totally Bogus Biography Ken Umbach is a figure long shrouded in mystery. He is rumored to have been born in Ohio, but legend loses track of him after his family moved to California at the close of the Truman Administration.”

http://zapatopi.net/bsa/ A Sasquatch is also a fictitious creature, and the 'Republic of Cascadia' does not exist. Close reading of the text reveals many other difficult to believe things that will end up making you laugh - like 'endangered tree octopus' or the 'Yeti immigration office' or 'funding for internet kiosks in forests'!! A quick look at the FAQ section will also highlight the lack of credibility of the authors and how they are writing in jest. 4. Which is the real WTO website? http://www.gatt.org/ This site is a fake website even though it displays the WTO logo and seems to have news and statistics. However, when you click on “SITE MAP”, the article is dated 2002. The lack of updates is suspicious and an international organisation should ALWAYS update their information, press releases etc. http://www.wto.org/ This is the real website. It is comprehensive, easily navigated and contains the most updated information.


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Activity 7: The Case of …

Activity:


1. Create an original mystery storyline for the Sher Lok Hom video, with IL skills as the key to solving the mystery.

Materials needed: NLB’s Sure Lok Hom’s video Procedure: 

Students to visit http://www.youtube.com/watch?v=tK6TlehS3gM and view the video entitled: The Case of the Antique Chairs.



Students can work in groups of 3-4.



Students to propose an original storyline/sequel to The Case of the Antique Chairs, with detective Sure Lok Hom as the central character.



Students may use the 5-finger test/ AACCO Information Literacy skills as the key to solving the mystery or the S.U.R.E. steps to solve the mystery in their storyline.



Students may submit their storyline in the form of a script or a comic/storyboard.



Teachers should make a copy and send the storyline to NLB. Email [email protected] with the subject heading “SURE Club Sure Lok Hom storyline”.



Participants of this task will be invited to attend a video workshop during the September holidays where they can actualise their storyline into a video production.


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Activity 8: Menu Selections: Get to Know your Foods!

Activity:


1. Research about the food we eat, beyond just their calories.

Materials needed: Food list/template Procedure: 

Students to be given a list of food and conduct research according to the instructions provided.



Research areas will include: o

Calories/nutritional values of food from authoritative websites

o

History/commentary/news of the food from authoritative websites/articles



Students to submit the completed list.



Teachers may want students to create a presentation/poster from their research (optional).


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Activity 8: Menu Selections: Get to Know your Foods! Food Items 1 2 3 4 5 6 7 8 9 10 11 12

Energy (kcal)

Energy for fats (kcal)

Tuna Sandwich KFC Popcorn Chicken McDonald's Chicken Nuggets (6 pieces) Satay (10 sticks, without gravy) McDonald's Fries (Large) Chilli Crab Fried Hokkien Mee McSpicy (Single) Nasi Lemak 1-Foot Subway Club (Wheat Bread) Rojak Roti Prata (2 pieces)

Research Task 1) Research for the calories of the food items above. List down the authoritative sites that you visited to obtain your information:

2) Select 1 food item from the list. Research for an article, from an authoritative source, that is relevant to the food item. The article may be a news report about the food item OR an article about the history/cultural significance of the food item. URL of article: Why is this article reliable?

Summary of the article (100 words)


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Activity 8: Menu Selections: Get to Know your Foods! Answers: Food Items

Energy (kcal)

Energy for fats (kcal)

1

Tuna Sandwich

227

46

2

KFC Popcorn Chicken

297

169

3

McDonald's Chicken Nugget (6 pieces)

331

135

4

Satay (10 sticks, without gravy)

240

90

5

McDonald's Fries (Large)

441

198

6

Chilli Crab

565

306

7

Fried Hokkien Mee

522

171

8

McSpicy (Single)

585

234

9

Nasi Lemak

494

126

10

1-Foot Subway Club (Wheat Bread)

598

93.6

11

Rojak

559

225

12

Roti Prata (2 pieces)

418

126

Some relevant websites: www.subway.com.sg www.pizzahut.com www.foodnutritiontable.com www.kfc.com.sg www.mcdonalds.com.sg www.hpb.gov.sg


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Activity 9: Quiz Time: Complete 20 Quiz questions

Activity:


1. Participate and complete a Materials needed: simple and fun quiz about Quiz available at the National Information Literacy Portal: http://sure.nl.sg Singapore

Procedure: 

Students to visit http://sure.nl.sg and attempt the quiz on the portal (available from July 2013).



The quiz will be based on Singapore history, culture, and fun facts.



When users end the quiz, they will be awarded a ‘badge’ based on their highest streak during that session.



To complete the activity, students must obtain a streak of 20 correct answers in a row and submit a screenshot of the results page.



Teachers to direct students to answers to the quiz that can also be found in the portal.


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Activity 10: YouTube Detectives: Working Backward to Sources

Suggested Activity:


1. Research for information on YouTube, popular research tools and traditional research tools

Materials needed: YouTube videos, YouTube Detectives template Procedure: 

Students to visit YouTube to find something they are curious about.



The videos can be about: o a song with a special meaning/historical context, e.g. Michael Jackson’s “Heal the World” or PSY’s “Gangnam Style” o a popular trend/experiment, e.g. Coke and Mentos experiment



Students should attempt other examples other than the two cited here.



Students must use the template to continue the activity by: 1. Asking a question about the video, e.g. “Why is PSY singing about Gangnam?” or “What causes the explosive reaction between Coke and Mentos?” 2. Use Google, Bing, or Yahoo to search for a popular source of information for the question, also verifying the authenticity of the explanation. 3. Go to the school library or the national library to find an online or physical resource (books, magazines, journals) to answer the question fully.



Students to submit completed form to teachers. Teachers to verify the websites and sources obtained by students.


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Activity 10: YouTube Detectives: Working Backward to Sources Video Title: URL: Brief Description of Video:

Question:

Popular Sources: Source 1

Source 2

Source 3

URL

Brief description of source of information

Strengths

Authoritative Source: Book/journal article (circle your source) Title:

Author:


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Activity 11: Research Team Suggested Activity:


1. Identify 1 teacher whom you can collaborate in providing information/ library resources in at least 2 units of study in their respective subjects

Materials needed: NLS Resource Guides: http://libguides.nl.sg/ Procedure:   

This activity can be teacher-led or student-initiated. Teachers may compile a list of resources required from students; release it to the student population for their sign-ups. Or, students may approach individual teachers to offer to help them with topics of the students’ interests. Arrange at least 1 meeting with students to familiarise them with respective subject/topics.



Guideline of the resources required may follow this structure: o Subject o Topic o Specific resources: articles, videos, illustrations, case studies



Resources may come from authoritative online resources, school library resources, or National Library resource. o Sources must be properly cited.



The format is open to teacher’s requirements.


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Activity 12: Spread the Fun! Suggested Activity:


1. Take responsibility for creating eye-catching displays/ songs/ podcasts to promote the S.U.R.E. Club

Materials needed: Subject to the event organised by NLB Procedure: 

This activity will be run as a national competition organised in conjunction with events/conferences held by the National Library and Library Association of Singapore.



The theme for each year will change according to the specific themes of the event/conference.



Details will be communicated to Library Coordinators/ Teachers-in Charge who are in our mailing lists.



Students interested in participating must register with NLB.



Top 3 winners will be invited to showcase their displays at the Students’ Corner during each year’s NLB-organised event.


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References BOOKS Alessio, Amy J., & Patton, Kimberly A. (2011). A year of programs for teens 2. Chicago: American Library Association. Birks, Jane., & Hunt, Fiona. (2003). Hands-on information literacy activities. New York: Neal-Schuman Publishers. Birks, Jane., & Hunt, Fiona. (2008). More hands-on information literacy activities. New York: Neal-Schuman Publishers. Kent Brinkmeyer., & Sue Brinkmeyer., & Taylor, Paige. (2001). Dewey & the decimal: Learning games & activities. Fort Atkinson, Wis.: Alleyside Press. Sweetman, Kimberly Burke. (2007). Managing student assistants: A how-to-do-it manual. New York: NealSchuman Publishers. Theresa R. McDevitt. (Eds.). (2011). Let the games begin! : Engaging students with field-tested interactive information literacy instruction. New York: Neal-Schuman Publishers. Wolf, Carolyn E. (2006). Basic library skills. Jefferson, N.C.: McFarland & Co.

WEBSITES CMIS Evaluation. (n.d.). Developing Pathfinders in Schools. Retrieved from http://www.det.wa.edu.au/education/cmis/eval/curriculum/pathfinders/path2.htm Fran Bullington. (October 17, 2012). National Information Literacy Awareness Month. Retrieved from http://informania.wordpress.com/ Linda Bertland. (n.d.). Information Skills Instruction. Retrieved from http://www.sldirectory.com/libsf/resf/libplans.html National Literacy Trust. (n.d.). Search Schools and Teaching: “School library”. Retrieved from http://www.literacytrust.org.uk/search/1543?page=3&ql=school+library&tags=Schools+%26+teaching Susan H. Brown. (February 6, 2012). Ten Tips for Better Book Displays. Retrieved from http://658point8.com/2012/02/06/ten-tips-for-better-book-displays/ The National Library of New Zealand. (n.d.). School Library Handbook: Management and Procedures. Retrieved from http://schools.natlib.govt.nz/developing-your-library/tools-and-guides/school-library-handbook The National Library of New Zealand. (n.d.). Student Librarians. Retrieved from http://schools.natlib.govt.nz/developing-your-library/tools-and-guides/student-librarians Utah Education Network. (n.d.). Utah Curriculum Resources. Retrieved from http://www.uen.org/Lessonplan/LPview.cgi?core=9 Virginia Allain. (n.d.). Library Book Display Ideas. Retrieved from http://www.squidoo.com/book-displays Web English Teacher. (n.d.). Media Literacy and Information Literacy. Retrieved from http://www.webenglishteacher.com/media2.html


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SURE Club - National Library Board

SURE Club - National Library Board

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