Focus+of+work+after+Meeting+One


 * Key Questions: **

1. Whose behavior are we trying to change? (Librarians, Administrators, Students, Faculty/Teachers)

2. What are the information skills that are most needed by students in high school and college (using a broad definition of information skills to include critical reading and metacognition)?

3. What are the best practices of teaching information fluency and the metacognitive underpinnings they impart? What makes them work? Once these are identified, how to we advocate for changing practices? Reframe research for discipline faculty/teachers?


 * Next Steps: **
 * 1. Gather examples of student assignments from the high school and college level to identify what skills should be taught at what level and distill the best practices for teaching information literacy. **


 * 2. Decide how we are going to synthesize the findings from Step 1 (identified skills and best practice examples) to produce advocacy products that will meet the needs of the identified groups (see below for group choices). Decide the intended outcomes and what the final products (outputs) will look like. **


 * 3. Identify the challenges and strategize about how to overcome them. **

**Teacher and Faculty:** Susan and Meghan

**Students**: Christina and Linda Cuff

**Librarians**: Leanne and Linda Cooper

**Administrators:** Robert and Barb

Further Thoughts:

How do we publicize the fact we are coming together, why it's important, secure support from the people in our respective organizations, and promote our findings?