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Mademoiselle Sakina

What defines a great library? - Curiosity - 0 views

curiosity.discovery.com/...great-library-definition

library 21C

shared by Mademoiselle Sakina on 20 Feb 12 - No Cached
  • You might think that I would respond by saying, "A great library is a great big library." But actually, I think a great library is one that stimulates curiosity.
    • Mademoiselle Sakina
      Mademoiselle Sakina on 20 Feb 12
       
      What makes a great library according to you?
  • Mademoiselle Sakina on 20 Feb 12
     
    Interesting video by Michael A. Keller, University Librarian and Director of Academic Information Resources, Stanford University
Tania Hinojosa

Evaluating Information: An Information Literacy Challenge | American Association of Sch... - 1 views

www.ala.org/...vol2fitzgerald

evaluation information

shared by Tania Hinojosa on 27 Feb 12 - No Cached
  • The student who is information literate evaluates information critically and competently”
  • Definition of Evaluation
  • o evaluate is to judge the quality of an idea
  • ...61 more annotations...
  • critical thinking as including evaluation among several other higher-order thinking processes (Cromwell 1992; Ennis 1989; Paul 1992)
  • rom least to most sophisticated, knowledge, comprehension, application, analysis, synthesis, and evaluation (Bloom et al. 1956).
  • a person browsing the Web for entertainment will probably be less likely to evaluate displayed information than a consumer searching for car-buying information.
  • Evaluation is defined as the making of judgments about the value, for some purpose, of ideas, works, solutions, methods, material, etc. It involves the use of criteria as well as standards for appraising the extent to which particulars are accurate, effective, economical, or satisfying
  • two major strands of research usually labeled “metacognition.” One concerns knowledge about thinking, whereas the other concerns regulation of thinking and learning
  • reader’s purpose
  • he cognitive strategies chosen and level of engagement depend largely upon this goa
  • At the end of an evaluative episode, a decision or judgment often occurs
  • lack of motivation may decrease evaluation accuracy.
  • that some people by nature are more likely to evaluate; that people criticize most ideas as a matter of course; and, conversely, that people must be selective about the ideas they choose to criticize. It seems most likely that the strength of critical disposition varies among individuals, but also that it varies within the same individual from situation to situation.
  • Signals are the specific thoughts that launch the evaluation process, a recognition that something may be wrong with the information
  • feeling[s]” of “vague puzzlement”
  • Bloom’s Taxonomy
  • an act of searching, hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity”
  • logic and reasoning skills.
  • The bridge between deliberation and decision (the next component of the evaluation process) is a synthesis of partial conclusions
  • “reflection”
  • Contextual Factors
  • The importance of context
  • Western cultures tend to encourage critical thinking and argumentation while Eastern cultures may discourage criticism of other people and their ideas
  • less time spent deliberating will lead to lower-quality decisions
  • Problem structure. An important aspect of the evaluation process is the type of problem involved
  • human beings are, in fact, more gullible than they are suspicious”
  • Processing depth
  • Summary of contextual factors
  • the user must decide consciously or unconsciously what kind of problem is under study before evaluation can proceed
  • Influences to Evaluation
  • found that individuals in their studies accepted misinformation without question. Students unsure of the correct answer on a true-false examination are more likely to mark a false item as true than they are to mark a true item as false
  • four sections suggest factors that may contribute to an understanding of gullibility and simultaneously demonstrate some common problems with the evaluation process.
  • The Development Continuum
  • he ability to evaluate increases with age
  • Education
  • school-aged children do not find inconsistencies well if they are not primed to seek them
  • Flavell postulates that a major difference between children and mature thinkers involves goals
  • . The research discussed in this section supports the conclusion that children are more vulnerable to evaluation problems than adults. Reasons for this vulnerability almost certainly include lack of education and prior knowledge and a natural tendency to believe what they see and what they are told by authority figures.
  • The Epistemology Continuum
  • Epistemology is a branch of philosophy dealing with the nature of knowledge and the sources of knowledge
  • the beliefs that people hold about how we come to know what we know.
  • ssumptions when they assert that reflective judgment “cannot be applied if the individual fails to recognize that a problem exists and that this recognition itself is predicated on other assumptions about knowledge” (
  • “an individual’s epistemological assumptions directly affect which criteria he or she will consider when evaluating two or more systems” (King
  • The Affect Continuum
  • effect of mood and emotions on thinking in the areas of impression formation, judgment, and reasoning. Because it is a similar cognitive proce
  • es indicate that under tightly controlled, narrowly defined conditions, negative moods promote better reasoning than positive moods. Negative-mood subjects appear more careful and analytic (Bless and Fiedler 1995), more consistent (Fiedler 1988), and have better recal
  • n the other hand, happy-mood people do not differentiate well between strong and weak arguments
  • A person who is feeling happy will be more likely than at other times to reduce the load on working memory: to reduce the complexity of decision situations and the difficulty of tasks, by adopting the simplest strategy possible, considering the fewest number of alternatives possible, and doing little or no checking of information, hypotheses, and tentative conclus
  • wledge may hamper the evaluation process, as when people ignore new information conflicting with belie
  • he Prior Knowledge Continuum
  • Students should be brought to the understanding that while it is impossible to have domain knowledge about all topics, it is important to build knowledge in selected areas to help with important decisions and projects.
  • Research projects should culminate in the production of different types of media.
  • There is no better way to practice evaluation than to perform research regularly and intensely.
  • f evidence
  • They should also switch sides and argue opposite positions
  • Ensure that cause is clear. Research shows that people evaluate more effectively if causes are revealed, where available (Anderson 1982). Students should practice formal argumentation, which involves the evaluation
  • In a daily 15-minute exercise, children should find problems such as inconsistency or exaggeration in a short piece of curriculum-relevant text
  • When a skill is introduced, or when students seem to be having inordinate difficulty, teachers and school library media specialists can reduce cognitive load by breaking the skill down into smaller parts (Markman 1981), and by beginning new skills in familiar contexts (Flavell 1981). For example, in distinguishing between fact and opinion, students can first seek cue words like “I think . . .” and “I feel .
  • It is not possible to evaluate all information. Teach students to respond to signals and doubts that occur as they read. Also, provide examples of specific situations that often involve misinformation, such as fake Web sites.
  • boratively implemented by both school library media specialists and teach
  • valuation strategies one or several at a time over a span of years. Evaluation is much too difficult a process to be taught in one unit. The library media specialist may be the only professional in the school who can assure that this ability is developed in all students over the course of their schooli
  • on evaluation is important to the individual, to the educational establishment, and to society. For individuals, evaluation is a crucial life skill and a basis for lifelong learning. It is required in decision making and imparts a feeling of self-esteem through control. Evaluation is important to the educational establishment, because critical thinking is arguably one of the most important of all educational outcomes for students (Engeldinger 1991). Finally, society must critically evaluate information to establish a public demand for high information quality.
  • Evaluation consists of a number of component processes, including metacognition, goals, personal disposition, signals (which initialize an evaluative episode), deliberation, and decision. Research sho
  • What role does the library media specialist play in this process? The purpose of this article is to describe some of the challenges of evaluating information and to propose answers to these questions.
  • Cynthia Castro on 27 Feb 12
     
    steps to critical thinking and evaluation
Mademoiselle Sakina

Imagining the Future of the School Library - 0 views

www.designshare.com/...school-library-future

Infolit 21C resources

shared by Mademoiselle Sakina on 07 Feb 12 - Cached
  • Mademoiselle Sakina on 07 Feb 12
     
    What should ASF libraries look like to meet the needs of our 21st century learners?
Mariana Rendon

Information Literacy Competency Standards for Higher Education | Association of College... - 0 views

www.ala.org/...informationliteracycompetency

ADE634

shared by Mariana Rendon on 25 Feb 12 - No Cached
  • Mariana Rendon on 25 Feb 12
     
    These standards were reviewed by the ACRL Standards Committee and approved by the Board of Directors of the Association of College and Research Libraries (ACRL) on January 18, 2000, at the Midwinter Meeting of the American Library Association in San Antonio, Texas.
Kristen Heusinger

Information Literacy « LibraryNext - 1 views

librarynext.wordpress.com/...information-literacy

ADE634 infolit

shared by Kristen Heusinger on 13 Feb 12 - No Cached
  • Information literacy has been known by many different names: library orientation; bibliographic instruction; user education; information skills training.  Each has built on the other.  Library orientation concentrates on how to use a physical building and bibliographic instruction and user education on the mechanics of using particular resources.  Information skills training and finally information literacy concentrates on cognitive and transferable skills, such as problem solving, evaluation and communication skills.
  • Kristen Heusinger on 13 Feb 12
     
    I really like the visual on this page about what information literacy includes.
Isabel Fernandez

The Revolution Isn't Just Digital | American Libraries Magazine - 0 views

americanlibrariesmagazine.org/...revolution-isn-t-just-digital

libraries infolit education

shared by Isabel Fernandez on 10 Feb 12 - No Cached
  • Isabel Fernandez on 10 Feb 12
     
    The new role of librarians
Mariana Perez Galan

"Teaching information literacy skills" by Patricia A. Iannuzzi, Charles T. Mangrum II e... - 0 views

digitalcommons.library.unlv.edu/...341

shared by Mariana Perez Galan on 20 Feb 12 - No Cached
    • Mariana Perez Galan
      Mariana Perez Galan on 20 Feb 12
       
      This is just what I needed to understand #infolit jajajaja
  • Abstract
  • According to the American Library Association (ALA), an information literate person is able to "recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." The acquisition of information literacy skills is an important step in developing life-long learners in an increasingly complex, technology-based learning environment.
Kate Spilseth

Learning and Teaching Information Technology Computers Skills in Context - 0 views

www.libraryinstruction.com/info-tech.html

information literacy

shared by Kate Spilseth on 25 Feb 12 - Cached
  • There is increasing recognition that the end result of computer literacy is not knowing how to operate computers, but to use technology as a tool for organization, communication, research, and problem solving. This is an important shift in approach and emphasis. 
  • Successful integrated information skills programs are designed around collaborative projects jointly planned and taught by teachers and library media professionals. Information technology skills instruction can and should be imbedded in such a curriculum. Library media specialists, computer teachers, and classroom teachers need to work together to develop units and lessons that will include both technology skills, information skills, and content-area curriculum outcomes. 
  • Students need to be able to use computers and other technologies flexibly, creatively and purposefully. All learners should be able to recognize what they need to accomplish, determine whether a computer will help them to do so, and then be able to use the computer as part of the process of accomplishing their task. Individual computer skills take on a new meaning when they are integrated within this type of information problem-solving process, and students develop true "information technology literacy" because they have genuinely applied various information technology skills as part of the learning process. 
  • Kate Spilseth on 25 Feb 12
     
    How to appropriately use computer skills and integrate technology into education
Ruth Santiago

The Effects of Electronic Books Designed for Children in Education | Chau | Scroll - 0 views

fdt.library.utoronto.ca/...1762

shared by Ruth Santiago on 13 Feb 12 - No Cached
    • Ruth Santiago
      Ruth Santiago on 13 Feb 12
       
      When students are aware of their shortcoming, they tend to become self-conscious and put on a defense mechanism to avoid further embarrassment, by not seeking for help. Such actions prevent them from moving up to grade level. This articles suggests ways to avoid and help students who are in such situations. 
Stephanie Cummings

School Library Monthly - Building Guided Inquiry Teams for 21st-Century Learners - 0 views

www.schoollibrarymonthly.com/...hau&Maniotes2010-v26n5p18.html

info lit

shared by Stephanie Cummings on 16 Feb 12 - Cached
  • Guided inquiry is a practical way of implementing an inquiry approach that addresses these 21st-century learning needs for students.
  • An important advantage for students who use the guided inquiry approach is the variety of different competencies and knowledge they can develop.
Isabel Fernandez

CSU Libraries: How to Evaluate a Web Page - 0 views

lib.colostate.edu/...evalweb.html

webpage infolit evaluation ADE634

shared by Isabel Fernandez on 19 Feb 12 - Cached
  • Isabel Fernandez on 19 Feb 12
     
    An other useful checklist on how to evaluate a web page
Ruth Santiago

How e-books and a national digital library system could boost student achievement | Lib... - 1 views

librarycity.org/?p=547

shared by Ruth Santiago on 16 Feb 12 - No Cached
    • Ruth Santiago
      Ruth Santiago on 16 Feb 12
       
      One of the ways to ensure that we graduate information literate students.
Gretchen Dillon

#EdReach Chat - EdReach - 1 views

edreach.us/...-the-way-into-the-21st-century

#infolit ADE634

shared by Gretchen Dillon on 18 Feb 12 - No Cached
    • Gretchen Dillon
      Gretchen Dillon on 18 Feb 12
       
      Someday hope to work with SMART boards!
  • We are now in 2012, and the 21st Century is totally upon us. The 20th Century, to be honest, is not even in the rear view mirror anymore. Blogging, flipped classrooms, iPads, mobile learning- these topics dominate the airwaves of education news and technology blogs.  With the announcement of the iBooks textbook initiative by Apple, we are entering a true era of Minority Report-style media consumption.
  • Taking the time to master these tools is not something that can be done in a 30 minute prep session before school. Mastering the education tools of this century takes a commitment to breaking down the proverbial walls of what a teacher used to be. Mastering these new teacher processes takes letting go of the idea that your day will end when you leave the brick and mortar.
  • ...1 more annotation...
    • Gretchen Dillon
      Gretchen Dillon on 18 Feb 12
       
       Great quote to remind us of the importance of integrating technology - "You either become a 21st Century educator- or you're irrelevant."
Mademoiselle Sakina

How College Students Manage Technology While in the Library during Crunch Time - 0 views

projectinfolit.org/...11_TechStudy_FullReport1.1.pdf

infolit ADE634

shared by Mademoiselle Sakina on 20 Feb 12 - No Cached
  • Mademoiselle Sakina on 20 Feb 12
     
    Interesting findings on students' technology usage in those circumstances and how the way they research and study has evolved. Great paper!
Mademoiselle Sakina

Best content in ADE634 | Diigo - Groups - 0 views

groups.diigo.com/ade634

shared by Mademoiselle Sakina on 20 Feb 12 - No Cached
    • Mademoiselle Sakina
      Mademoiselle Sakina on 20 Feb 12
       
      Overall, we were surprised by what we found. In the broadest sense, our findings led us to conclude that what the media has dubbed the "multitasking generation" surely exists, but it may not be as fractured or haphazard in its working habits as we have been led to believe.39 That is, our findings suggest this moniker, in general, may not always apply in some locales and under certain circumstances.
    • Mademoiselle Sakina
      Mademoiselle Sakina on 20 Feb 12
       
      Overall, we found most respondents (85%) could be classified as "light" technology users. These were students who used "only" one or two IT devices primarily in support of coursework and, to a lesser extent, communication. The most frequent combination (40%) of devices being used was a cell phone (including smart phones) with a personally owned laptop computer while they were in the library. In stark contrast, only 6% of the sample could be classified as "heavy" technology users.
  • Great paper!
Lisa Stewart

Kathy Schrock's Guide for Educators - Critical Evaluation Surveys and Resources - Kathy... - 0 views

school.discoveryeducation.com/...eval.html

shared by Lisa Stewart on 21 Feb 12 - Cached
    • Lisa Stewart
      Lisa Stewart on 21 Feb 12
       
      Very useful. pre-made PDF quizzes designed to help teachers understand their students' understanding of Information Literacy. Excellent for the classroom or library! 
Lisa Stewart

Using the Living Dead To Teach Information Literacy - 0 views

www.libraryjournal.com/...ng_the_living_dead_to.html.csp

shared by Lisa Stewart on 21 Feb 12 - No Cached
    • Lisa Stewart
      Lisa Stewart on 21 Feb 12
       
      Very creative way of teaching students about information literacy... any artists out there want to take on zombies in the ASF library? 
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