LIBRARY MEDIA SKILLS OBJECTIVES The student will: -list a minimum of three informative facts after he or she listens to an oral presentation about a black inventor. -combine and list facts from the whole class compilation based on the oral presentation and will compare the information with a list compiled from an encyclopedia article on the same inventor. -use general and specialized reference materials to research information on a black inventor.

MOTIVATIONAL OBJECTIVES: The student will: -become interested in the research process. -understand the importance of information skills. -experience increased confidence in research ability -understand the value of information skills. -achieve satisfaction in research accomplishments.

INSTRUCTIONAL ROLES This is a cooperative activity that involves both the teacher and the library media specialist. The classroom teacher provides a list of inventors to be researched. The teacher consults with the library media specialist who gathers information for the reports. In addition, the library media specialist presents two oral reports for the students to use as models for their own presentation and introduces biographical sources.The classroom teacher sets up the cooperative groups and defines the process prior to the scheduled library time. This assignment requires four library periods.

ACTIVITIES AND PROCEDURES FOR COMPLETION Introduce the topic of African American inventors and their contributions to society. Divide students into cooperative groups and provide them with information for reports based on their assigned inventor.

SESSION 1: Introducing the topic -The library media specialist presents two African American inventors and their contributions to society. This serves as a model for the students to copy. The information presented should include biographical facts, what the invention was and its impact on society, and several informative facts about the inventor. An introductionto two biographical reference sources, "Encyclopedia of World Biography" and "Current Biography" is given. The library media specialist identifies location of resources in the reference section (920s).

SESSION 2: Notetaking -While they listen to an oral presentation given by the library media specialist on the African American inventor, Elijah McCoy, the students identify and write a minimum of three informative facts about this inventor. After the presentation, the library media specialist compiles a list of these facts on the board from information provided by the students. Discuss why these facts might have been of interest or informative. -Next, the library media specialist reads information about McCoy such as an article found in the "World Book Encyclopedia." Students compare the list of facts they developed from listening to the oral presentation to information provided in the encyclopedia article. Which facts did not appear in the article? Ask questions: Which was more informative? Interesting? Why? (the oral presentation, of course, because it used more sources of information). -To illustrate multiple sources used to compile a report, have four boxes (large to small) stacked and wrapped inside each orther. Each box should be labeled with the different sources used by wrapping a strip of paper around the box. The strip will contain the name of the source used. The library media specialist randomly selects four student sto participate in unwrapping the "gifts." As the sources are unveiled, take the strips of paper and make a chain link. Inside the last box, the student will find the moral of the lesson. Link your sources together to make a stronger and more interesting report.

SESSION 3: Gathering Information -The classroom teacher assigns students to cooperative groups (three students each) and assigns an inventor to each group. Students read and examine information provided and work cooperatively to research inventors. Each group selects appropriate information in order to provide answers to the following: biographical background information about the inventor; what the invention was and how it works; and the contribution or effect it had on society.

SESSION 4: Writing Reports -Students work on reports and practice oral presentations. The teacher and library media specialist monitor the progress that the groups are making.

SESSION 5: Presenting Reports -Students present their oral reports in the classroom based on the criteria that was modeled by the library media specialist in session one.

FOLLOW-UP -Each student may design and construct a working model of an original toy or game and explain its use.