Key Words (K1-10)

K1- Assignment: In a quality assignment, the learner becomes personally engaged in searching for and using new information. Here, students are asked to examine what qualities a dystopia might possess.

K2- Authentic Learning: According to Callison and Lamb, “Authentic learning involves exploring the world around us, asking questions, identifying information resources, discovering connections, examining multiple perspectives, discussing ideas, and making informed decisions that have a real impact.” In this project, students are asked to compare dystopian literature and draw personal conclusions about dystopian societies.

K3- Concept Mapping: Concept mapping assists learners in visualizing the connections or relationships between multiple concepts or ideas. These tools assist particularly assist students in addressing the “big ideas” of a project. Here, the student will use concept mapping to compare qualities of the dystopian societies in at least three novels.

K4- Ideas Strategies: According to Callison, ideas strategies “imply methods that help the learner to both comprehend and communicate. Ideas help us move forward, to explore, and to frame questions that are meaningful to us and hopefully to others.” In this study, students will use ideas strategies (such as outlining, free writing, and peer editing) to move through the processes of analysis and project creation.

K5- Inquiry: Inquiry can be controlled, guided, modeled, or free. According to Callison, “Inquiry is the reason school library media centers exist as learning laboratories. Inquiry is the important process that supports the mission to assure that teachers, including library media specialists, and students learn to become effective users of information.” In this project, students engage in guided inquiry as they examine the potential characteristics of dystopian societies.

K6- Instructional Media Specialist: Previously and more simplistically known as the “school librarian,” this educational professional models information literacy, inquiry, and technology and partners with students on their quests for knowledge. In this particular project, the instructional media specialist partners with the classroom teacher to guide students in their exploration of modern dystopian novels.

K7- Integrated Instruction: In this powerful learning tool, the classroom teacher partners with the instructional media specialist in order to develop students’ skills and understanding. Here, the goal is to expose students to modern dystopian literature and give them the opportunity to explore a variety of technological tools.

K8- Literacy: In the modern educational world, “literacy” is far more than just being able to read. Citing Shirley Brice Heath, Callison states that “Literacy is knowing how to get information that is needed in order to get around within your environment and to get things done. Literacy is knowing how to select, reject, or revise information from a variety of access points for use in a host of different communication channels. Literacy is a dynamic skill requiring fluency in a variety of decoding situations.” In this particular project, students engage in various literacies, including critical, functional, information, media, and technology.

K9- Organizers: These tools (which can appear in the form of online programs or printed documents) assist students in identifying connections between ideas and thus compiling their information in an orderly manner. In this project, students will use organizers to set up the points they wish to address in their final products.

K10- Technology: Teachers and students have the opportunity to use electronic devices and other newly-developed learning tools to aide in instruction, research, storing information, and creating final products.

Works Consulted:
Callison, Daniel. “Assignment.” School Library Media Activities Monthly. September 2000 (17, 1): 39-43.

Callison, Daniel. “Concept Mapping.” School Library Media Activities Monthly. June 2001 (17, 10): 30-32.

Callison, Daniel. “Strategy: Ideas and Composition.” School Library Media Activities Monthly. May 2001 (17, 9): 36-41.

Callison, Daniel. “Inquiry.” School Library Media Activities Monthly. February 1999 (15, 6): 38-42.

Callison, Daniel. “The Instructional Media Specialist.” School Library Media Activities Monthly. May 2002 (18, 9): 36-40, 45.

Callison, Daniel. “Integrated Instruction.” School Library Media Activities Monthly. January 2001 (17, 5): 33-39.

Callison, Daniel. “Literacy.” School Library Media Activities Monthly. February 2000 (16, 6): 36-39.

Callison, Daniel. “Organizers.” School Library Media Activities Monthly. January 2000. (16, 5): 36-39.

Callison, Daniel and Debbie Abilock. “Technology.” School Library Media Activities Monthly. February 2002 (18, 6): 36-40.

Callison, Daniel and Annette Lamb. “Authentic Learning.” School Library Media Activities Monthly. December 2004 (21, 4): 34-39.

Lamb, Annette. “Key Words.” Instructional Age Inquiry.