Information+Fluency+Power+Tips

===I**n our class, we have been reading about our Super Searchers model, teach, and use instructional technology in all of its glory and to further learners' critical thinking and information literacy skills. At the end of each chapter there are "Power Tips" that crystallize key concepts. Now it is our turn to build our own "Power Tips."**===

**Let's begin with two tips each. Place your name in parentheses at the close of each tips. No repeating, please.**
=Power Tips=


 * 1) Begin with the end in mind. Carefully clarify what you want to do with the resource or tech tool. Tie that purpose to an essential question and standards (AASL, NETS, state) before you set the kids loose. (Smith)
 * 2) Provide students with organizers or scaffolds to guide them through the information-gathering stage. Tie the type of organizer to the type of task: brainstorming, compare/contrast, analysis. (Smith)
 * 3) Assess each stage of the research process as it occurs. This allows for intervention if the student strays.(Reaser)
 * 4) Provide direct instruction of alternatives to Google. Students should understand Google is good, but it's not a one-stop for all your research needs. (Reaser)
 * 5) If you talk the talk, walk the walk. Commit to not just use Google in your professional (and perhaps personal life). Try to live a profile of your ideal expectations, rather than just talking about it to your students. This allows for funny anecdotes and meaningful real life experience for you (Shubert).
 * 6) The man behind the curtain. Demystify the research process by relating real life examples from your experience and previous students. Don't feel pressured to be the know it all wizard, just know how to make the machine work that supports that type of power and encourage students to see behind the hype of the projection (Shubert).