What was the best lesson I ever taught? I think it was how to collect relevant information in today's technological - 24-hour news cycle - social media world. This could also come under the heading of Media Literacy.
Objectives to be taught: Key word development, scanning first and last paragraphs and looking for statistics or numerical data for personal research and development
Materials needed: Lots of newspaper/magazine articles or printouts of newspaper/magazine articles - enough for two or more per student. Several rolls of scotch tape. A cutout of a person made from newspaper that you tape to the chalkboard or some other convenient surface. Highlighters of various colors. A Facebook Profile of Person X that is student generated
Preparation: On white board (computer), over head, chalkboard - make list of topics that Person X, a junior college freshman, with writing talent and experience in retail might want to track using various forms of media. Person X will have a Facebook profile, before you begin the assignment have your students create a profile for Person X. This will help them and you generate a list of interests for this imaginary person.
Pose the question: How does person X quickly collect and/or track only relative data or knowledge that will improve his or her: employment/education opportunities; knowledge of important current events; insurance options; living arrangements; relationship advice; health and fitness options; entertainment opportunities; shopping bargains and hobbies?
Students will already have some knowledge of scanning for key words. Remind them the trick to information management is learning to scan and listen for key words. Person X must first develop a filter - just like a search engine, but the trick is knowing where to look and when to listen.
Ask students how do search engines work with key words?
Let them know that: Headlines, opening and closing paragraphs are the most likely places for clues to decide whether to read an item or dismiss it - the same with commentators - openings and closings. Charts, graphs and statistics are also clues to relative importance. Have one example prepared and highlighted as an example that you can show on your whiteboard or use a class set.
With that in mind - have the articles you have had your librarian help you find (notice how I assume the librarian will be your best friend - if he or she isn't - I'd Luke Picard that and "Make it so!")and print out grouped in random piles.
The day of the activity - place students in groups - handing each group a stack of articles. Give them five minutes or less to sort the articles for Person X into pile A -keep and read or pile B - dismiss.
Next have them highlight the specific key words or data that matched Person X's profile and then have them bring the articles up and tape them around Person X. With the profile of Person X still up - have a class discussion about the chosen articles - did the articles selected as "keepers" really match Person X's needs? What mistakes were made? Keep up with Person X . . . have students find a "home run" article or piece of information that matches Person X's profile with the key words or numerical data highlighted. I only had a chance to do this once because it was a brainstorm idea - what I like to call a shower idea. I saw the trend for media overload and how unprepared our students would be to pick the best information from the coming deluge. I think we owe it to them to help them wade through the garbage and learn how to become savvy consumers of information.
A follow-up lesson is to demonstrate how a lot of television shows can be accessed later and more information is provided on the affiliate's web site. Golden opportunities for creating an information folder on your desktop filled with your top picks of articles just for your lifestyle needs.
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