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Information Literacy Case Study

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Nakesha M

on 10 April 2011

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Transcript of Information Literacy Case Study

THE PHYSICS OF SPORTS CREATED BY NAKESHA "A1.3 identify and locate a variety of print and
electronic sources that enable them to address
research topics fully and appropriately

A1.9 analyse the information gathered from
research sources for logic, accuracy, reliability,
adequacy, and bias

C3.1 distinguish between, and provide examples
of, different forces (e.g., friction, gravity, normal
force), and describe the effect of each type of
force on the velocity of an object"

Extracted directly from the Ontario Ministry of Education Curriculum
Documents for Grade 11 and 12 Science, 2008 Ms. M is teaching grade 11 University Preparation Physics (SPH3U), and decides to give her students an assignment to assess their information literacy skills and gauge the level at which they understand some of the physical concepts associated with sports. Ms. M has given the following list of sports (for the purpose of this assignment, the term "sport" refers to competitive and non-competitive/recreational play) to her students:


After choosing a sport from the list (or requesting another one, but it must be approved by Ms. M), each student must conduct some research on their chosen sport. The following are the components to be completed by each student for this assignment:

Provide a brief history of the sport (consider how knowledge of physical concepts has shaped the sport; e.g. made it better, safer, etc.)
Investigate how frictional force and gravitational force affect velocity and acceleration in the sport (provide a written description as well as visual aids - images, free-body diagrams, demonstrations, simulations, etc. - to help explain)
Research the physical considerations taken to create sport equipment. What materials are used? How might you alter the design of the equipment to improve performance?

Students are to use a combination of electronic and print resources to conduct their research. Students are required to share their findings in the form of a written report, as well as present their topic briefly (5-8 minutes; summarizing key points) to the class creatively and in a digital format. Students must also provide a list of all resources used for their assignment (all resources must be written in APA format). Nia decides to choose a sport from the list provided by Ms. M. She chooses snow skiing as her topic. She doesn't know much about the sport, but she watches it whenever it comes on TV. As such, she feels this would be a great opportunity for her to learn more about the sport.


1) What sport would you have chosen and why?

2) Now that Nia has chosen her topic, what should be her next steps? Should she go straight to electronic or print resources? Should she make an outline or brainstorm?

3) How many resources do you think Nia needs to use to thoroughly complete each component of the assignment? Due to its ease of convenience, Nia decides to begin her research on the Internet. She decides to begin with looking at the history of skiing, which is the first component of her assignment. Watch the video on the next slide to see how Nia begins her research process. A. DEFINE A TOPIC student TASK QUESTIONS

1) Nia decided to start her research on the Internet with Google. What do you think of Nia's approach? Would you have used different words/pharases in the search engine? Explain.

2) Do you think Nia has enough resources to write a brief history on skiing? Justify your answer.

3) Should Nia have used another search engine, such as Yahoo or Bing? Is any search engine better than the others, or are they equally the same? Explain. B. ACCESS RELEVANT INFORMATION Satisfied with the information she found on the history of skiing, Nia moves on to the second component of the assignment. Again, she begins with Google, typing "the physics of skiing" into the search engine. The following results appear: Nia proceeds to click on the first link. The following page appears:
Nia skims the information on the page. She believes that the information is accurate (based on her knowledge of friction, velocity and acceleration), so she keeps it as one of her sources. Nia feels that she could use some more resources, so she decides
to return to the Google results. She scrolls down the list and
sees another Wikepedia link. The link reveals the following: Nia notices that the information on the Wikepedia page is very short; it doesn't provide her with much information. So, despite Nia's belief that Wikipedia is an accurate source of information, she decides to disregard the resource and continue her search elsewhere.


1) Do you think it was a good idea for Nia to continue her research using Google? Why or why not?

2) Could any of the information provided on the Wikipedia page be beneficial to Nia's assignment? Or does she stand correct in her decision not to include it because of its small content?

3) Notice that Nia's Google search provides millions of results; that's way too many results to read through. What could Nia do cut down the number of search results? Nia begins to think to herself, "This assignment couldn't be easier"! Nia believes that she is off to a great start. She begins to recap and gather her resources, when suddenly, she realizes that she hadn't kept track of her websites (she needs her resources for the bibliography she has to create) . Nia thinks all is lost, but then she remembers that she had used the Google search engine for all of her resources. So, she returns to Google and types in each of the phrases she had used previously. Then, she copies the URLs from the web browser and pastes them into a Word document.

Now that Nia is relieved, she continues with her assignment. Nia's friend from class logs in to Skype. Nia notices and decides to say hi. Continue to the next slide to view the conversation. QUESTIONS:

1) Describe at least one way in which Nia could have made the task of recording her resources more efficient.

2) Nia is considering to start her assignment over. If she decides not to use the information she gathered from
Wikipedia, does she still have to include them in her bibliography? Explain your answer.

3) Are books and other print resources better for research than the Internet? Or are they equally the same?
Why or why not? QUESTIONS:

1) Do you agree with the advice of Nia's friend regarding the idea of always trusting what's in a book? Explain.

2) Wikipedia is a resource that allows people to collaboratively provide information about various topics. Would you say that, for this reason, the information on Wikipedia is inaccurate and/or invalid? Why or why not?

3) Take a look at the Criteria for Website Selection and Use. Do you agree with the criteria? Would you add/subtract from the document? If so, what would you add/remove?

4) How might someone check the accuracy of information provided in print resources? It's 8:23 pm; there's no way Nia is going to make it to the public library before close.
So, Nia decides to visit the Brampton Public Library website to search for some books
and other print resources.
Nia searches the library catalogue. She enters the words: "the physics of skiing" and finds only one result. Nia decides to try another search. This time, she just types "skiing"; she receives nine pages of results. She chooses a book called "Skiing", which has a section about the history of skiing.

So, Nia decides to put a hold on both books, and plans to pick them up from the library the next day. C. EVALUATE Nia decides to take her friend's advice and remove Wikipedia from her list of resources. Yesterday, Ms. M reminded her students about the chart she had provided for them regarding the accuracy of information on websites.

Nia had forgotton about the chart. She reviewed the criteria and uses it as she searches the Internet for more information. On the next slide, you will find a list of the resources she has gathered so far:
Canadian Ski Museum: http://www.skimuseum.ca/history.php
Parks Canada: http://www.pc.gc.ca/pn-np/bc/revelstoke/natcul/natcul13.aspx
The Canadian Encyclopedia: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=a1ARTA0007440
Trails.com: http://www.trails.com/facts_2960_what-skis-made.html
How Stuff Works Videos: http://videos.howstuffworks.com/science-channel/37378-how-its-made-alpine-skis-video.htm
Real World Physics Problems: http://www.real-world-physics-problems.com/physics-of-skiing.html

"Skiing" by Michele Dieterich
"In the Snow" by Nikki Bundey THE ASSIGNMENT ONTARIO CURRICULUM EXPECTATIONS D. INTEGRATE Nia takes a break from her research to take a look at her resources and the information they
provide. She compares the resources in search for common facts in hopes that this will
help to verify the facts and "tease out" any discrepencies.

Nia likes the idea of keeping the three components of the assignment seperate, like chapters
in a book. So, she decides to begin her report with the history of physics, followed by an
explanation of how friction and gravity affect the velocity and acceleration of a skier, and
then, end with a description of how skis are created and how she would alter the skis for
improved performance.

In her report, Nia also decides to include some hand-drawn free-body diagrams of a skier
going down a hill and a skier travelling along a straight path (i.e. a cross-country skier).
Nia will refer to her textbook for examples of free-body diagrams and explanations of
physical terms, such as friction and gravity. QUESTIONS:

1) What do you think of Nia's choice of report format? How would you arrange the research information if you had to create a written report?

2) If Nia paraphrases or summarizes any of the research information (including her textbooks and class notes) and uses it her report, does she have to cite it? Why or why not? E. COMMUNICATE Nia has always been the creative type. For her written report, she decides to use Microsoft Word, which is quite common. But for her class presentation, she decides to venture into something new; she decides to use Prezi - an online presentation program. She has never used Prezi before, but has seen it used in some of her classes, so decides that she will give it a try.

To illustrate the third component of her presentation, she decides to use part of the "How Stuff Works" video clip to give her peers (and teacher) a visual idea of how skis are made. If possible, Nia would also like to create a small-scale demonstration in which she has a doll on skis, travelling down an incline. Nia is a very visual learner, so she plans to use as many visual aids as possible to communicate her findings.


1) How would you have presented your information to the class?

2) Is it necessary to cite/reference your resources during a presentation in front of an audience? Explain.

3) What if, on the day of her presentation, the YouTube video and/or her Prezi presentation does not work? What should Nia do as an alternative? REFERENCES
Canadian Ski Museum: http://www.skimuseum.ca/history.php
Parks Canada: http://www.pc.gc.ca/pn-np/bc/revelstoke/natcul/natcul13.aspx
The Canadian Encyclopedia: http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=a1ARTA0007440
Trails.com: http://www.trails.com/facts_2960_what-skis-made.html
How Stuff Works Videos: http://videos.howstuffworks.com/science-channel/37378-how-its-made-alpine-skis-video.htm
Real World Physics Problems: http://www.real-world-physics-problems.com/physics-of-skiing.html
YouTube: http://www.youtube.com/watch?v=k4WNCoJrgkU

Dieterich, M. (1998). Skiing. Minneapolis: Carolrhoda Books.
Bundey, N. (1998). In the snow. Minneapolis: Carolrhoda Books.

Salman, S & McKenzie, N. (2010). Criteria for website selection and use. Thank you :)
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