Skip to main content

Home/ English Teachers/ Group items tagged information literacy

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Todd Finley

Jim Burke: English Companion - How To Read an Image - 0 views

www.englishcompanion.com/...readImages.shtml

shared by Todd Finley on 02 Sep 09 - Cached
  • Todd Finley on 02 Sep 09
     
    The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey information print once did, we must bring to these visual texts critical literacies that will help us construct meaning from their elements. The following questions are designed to help readers make sense of images they encounter in various contexts. Ask the Following Questions * Why are we looking at this? * What are we looking for? * How should we look at this? * What choices did the artist make and how did they affect its meaning? * Is this image in its original state (i.e., no manipulation or "doctoring")? * What are the different components in this image? * How are they related to each other? * What is the main idea or argument the image expresses? * In what context or under what conditions was this image originally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator trying to do here? (i.e., narrate, explain, describe, persuade-or some combination?) * Can you find any tension or examples of conflict within the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the main idea behind this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro
  • Todd Finley on 02 Sep 09
     
    The age demanded an image. -Ezra Pound Rationale In our world of multi- and visual media, we must expand our notion of what a text is and how we must read it. As more texts are used to convey information print once did, we must bring to these visual texts critical literacies that will help us construct meaning from their elements. The following questions are designed to help readers make sense of images they encounter in various contexts. Ask the Following Questions * Why are we looking at this? * What are we looking for? * How should we look at this? * What choices did the artist make and how did they affect its meaning? * Is this image in its original state (i.e., no manipulation or "doctoring")? * What are the different components in this image? * How are they related to each other? * What is the main idea or argument the image expresses? * In what context or under what conditions was this image originally created? Displayed? * Who created it? * Was it commissioned? (If so, by whom? And for what purpose?) * What was the creator trying to do here? (i.e., narrate, explain, describe, persuade-or some combination?) * Can you find any tension or examples of conflict within the image? If so, what are they? What is their source? How are they represented? * Do you like this image? (Regardless of your answer: Why?) * How would you describe the artist's technique? * What conventions govern this image? How do they contribute to or detract from its ability to convey its message? * What does it consist of? * Why are parts arranged the way they are? * What is the main idea behind this image? * What does this image show (i.e., objectively; see Vietnam Memorial image) * What does it mean (subjectively; see Vietnam Memorial image) * Is this presented as an interpretation? Factual record? Impression? * What is the larger context of which this image is a part? * What is it made fro
Todd Finley

A Colorado Conversation - Administrators - 0 views

colearning.wikispaces.com/Administrators

21st Century Literacies

shared by Todd Finley on 18 Jul 09 - No Cached
  • Networking: The New Literacy
  • Our students must be nomadic, flexible, mobile learners who depend on their ability to connect with people and resources. As educators, we need to master this as well, we must know for ourselves how to create, grow, and navigate these collaborative spaces in safe, effective, and ethical ways. We need to create our own Personal Learning Networks not only to learn ourselves, but to model these shifts for our students. Come join this session with Friday’s Keynote Speaker Will Richardson as we discuss what steps administrators can take to ensure that they – and their schools – are meeting the needs of our students.
  • Capture Everything: What's worth capturing in my classrooms? My building? My district? Audio? Video? Text-based assignments? Student work? Writing? Share Everything: Where can I share it? With whom? What audiences is our organization working to serve? How will they benefit from these shared items? Who needs to see what’s going on? Open Everything: What are the closed silos of information in our schools that shouldn't be? What things outside of our schools have we closed (blocked)? What can we do to open both of those up? Only Connect: How can I help my students and teachers connect with content, with each other, and with others outside the classroom (students, teachers, experts, mentors, the community, etc.) in a meaningful way?
    • Todd Finley
      Todd Finley on 18 Jul 09
       
      Good TRWP Cumulating Event
  • Todd Finley on 18 Jul 09
     
    Great link for an activity on new literacies
Melody Velasco

Teaching That Sticks: Organizing Thinking - 9 views

teachingthatsticks.blogspot.com/...organizing-thinking.html

graphicorganizers teaching resources literacy blog

shared by Melody Velasco on 27 Mar 10 - Cached
  • Melody Velasco on 27 Mar 10
     
    "Graphic organizers will be beneficial to students whenever they are given new information. They can be used to sequence, brainstorm and organize. During reading and listening students should be encouraged to graphically organize new information."
Cindy Marston

Choose the Best Search for Your Information Need - 0 views

www.noodletools.com/...adviceengine.html

english research searching tools

shared by Cindy Marston on 29 Mar 08 - Cached
  • Cindy Marston on 29 Mar 08
     
    Great site for finding right search engine - groups them and gives examples of what they do
Angie Moehlmann

Online Conference Library 2.0 - 1 views

www.library20.com/...general-session-room-links

shared by Angie Moehlmann on 03 Nov 11 - No Cached
  • Smart Objects on the Cheap: DIY Interactive Digital Exhibits
  • Professor The Evolution of Book Reviewing Practice: New Directions in the 21st Century
  • ntroduction to Digital Game-Based Learning in Libraries
  • ...14 more annotations...
  • Get started circulating eReaders!
  • Professor Project-Based Learning in Higher Education: Developing Information Literacy Skills and Global Competency in Research and Technology Course
  • Digivolution: Meeting eReading & App-etite Needs in Uncharted Territory
  • Toddlers, Touch Technology, and Family Learning at the Library
  • Blogging - a possible solution for readin
  • The Unmined Potential of Ebooks: Create Passionate Patrons & Promote your Library
  • High School Book Clubs in a Digital Age
  • Book Club 2.0: How to Start and Run a 21st Century Book Club
  • Ebooks: Do They Use Them? Do They Care
  • Incorporating Digital Storytelling Into Your Instruction: A Toolkit
  • Live the Literature: Digital Storytelling with Bookcasts
  • Today's Libraries and the Self-Checkout Technology
  • QR Codes in the Classroom
  • Making and Sharing Book Trailers
1 - 6 of 6
Showing 20▼ items per page