Determining in what classes the information fluency skills should be taught is the next challenge. Three potential approaches are:

• Create a separate research skills/technology class.
• Develop a non-integrated, stand alone, one-shot presentation.
• Establish an integrated program where the skills are taught as part of the students' course work.

Some schools may have a credit course for technology skills. If so, the research process can also become a component in the class. However, sometimes because of the school structure, perhaps the first time the librarian has access to the students is in a non-integrated, stand-alone, one-time presentation. The research model and strategies introduced in this session should be further developed in classes with assignments connected to the curriculum.

Integrating the digital information fluency skills when they are needed in a specific course might be the ideal. For example, evaluating health-related websites in a health class makes more sense to the student than teaching website evaluation in isolation without an accompanying assignment.

To reinforce instruction, promotional tools can be created. Brochures, handouts, the library website, inserts in student and faculty handbooks and newsletters can be used to increase exposure to the model.

• By department, go through Illinois Learning Standards and highlight digital information fluency skills.
• Determine who is responsible for initial teaching of a concept.
• Develop a scope and sequence for digital information fluency across the curriculum.

Module Activities
1. Discuss: How are DIF skills being taught at your school? ie. as a separate research skills/technology class, a stand alone one-shot class, or integrated into the curriculum?

2. Scope and Sequence (SS) Activity
Step 1: Online Exploration
In your group, explore the SS examples to find at least two scope and sequences that parallel the grade levels in your school.  Review the scope and sequences looking for the features listed below.

Features to look for:

• Clarity of layout
• Clarity and appropriateness of terminology
• Specificity of skills (general or granular)
• Usefulness for administrator/teacher/librarian
• Number of DIF skills included

• How are these two scope and sequences the same or different?  If your school already has a scope and sequence, how does that compare to what you see these others schools doing?
• Based on your analysis, which elements would you use (or add/remove) in your own scope and sequence?
• If you have time, use the DIF chart to begin mapping out how you will incorporate the DIF skills into your scope and sequence.