2.3.3

=2.3.3 Use valid information and reasoned conclusions to make ethical decisions.=

1. What does it look like when the indicator is met? What will you observe students doing?
Students will be able to...


 * make decisions, or draw conclusions, by evaluating information using a set of criteria
 * the criteria maybe provided by someone other than the student.
 * mastery of this strand would include modifying or creating the criteria for evaluation


 * use a check list to determine whether information is relevant and accurate.
 * use organization tools, such as t-charts to organize multiple sides of an issue
 * remove information based on lack of relevance, accuracy, or bias.

This strand could be demonstrated with activities dealing with current events or addressing social problems such as poverty or gang violence.

2. How will you help students to meet this indicator? What will you have done?
Teacher-librarians can help students to meet this strand by providing a variety of activities which give students an opportunity to evaluate information and to make decisions after looking at both sides of an issue.

Teacher-librarians can explicitly teach evaluation of information by having students use checklists to evaluate the information found in websites, articles, books, and even textbooks.

Teacher-Librarians can lead students through the process of developing an opinion after researching multiple sides of an issue. For example, students might use court cases such as Tinker v. Demoines or Muller v. Oregon to evaluate both sides of an issue before coming to a conclusion.

Teacher-Librarians can coach and guide students as they use a checklist to evaluate a newspaper article addressing a specific issue. They might then assist students as they research the issue, looking to find information about all sides of the issue. A checklist to evaluate relevance and accuracy would also be applied to the sources of information used during research, again with the assistance of the Teacher-Librarian. After all information is found and evaluated students would demonstrate their decision with supporting evidence in any number of products. For example, a newspaper article of their own, a podcast, or a public service announcement. Ideally, the Teacher-Librarian would work toward a gradual release of responsibility to the student so that they are able to evaluate and reason on their own, with a variety of tasks.

Resources
Reference for multiple sides of an issue: []

Sample newspaper analysis form :