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Lisa Keeler

Project Information Literacy: A large-scale study about early adults and their research... - 0 views

projectinfolit.org

Infolit information_literacy

shared by Lisa Keeler on 25 Feb 12 - Cached
    • Lisa Keeler
      Lisa Keeler on 25 Feb 12
       
      Nice to see there are entire projects dedicated to helping all people learn how to research and learn better.
  • Project Information Literacy is a national study about early adults and their information-seeking behaviors, competencies, and the challenges they face when conducting research in the digital age. Based in University of Washington's iSchool, the large-scale research project investigates how early adults on different college campuses conduct research for course work and how they conduct "everyday research" for use in their daily lives... more > What is PIL? >
anonymous

Preparing Students to Learn Without Us - 4 views

www.ascd.org/...dents-to-Learn-Without-Us.aspx

21C BYOD

shared by anonymous on 02 Feb 12 - No Cached
    • anonymous
      anonymous on 02 Feb 12
       
      Useful for 21stC skills & concepts and BYOD
    • veronica occelli
      veronica occelli on 03 Feb 12
       
      I don't know if blogging is part of our students lives, but I certainly want to find out
    • Lisa Keeler
      Lisa Keeler on 03 Feb 12
       
      Blogging is a fantastic tool for students who are creating a record of a project, particularly the Personal Project. Easy to share with supervisors, teachers and friends, easy to record ideas on the go - and best of all, no paper!
  • personalizing learning means allowing students to choose their own paths through the curriculum
  • t means connecting our expectations to students' passions and interests as learner
  • ...1 more annotation...
  • most schools and teachers have been slow to discover its potential through the use of the social web, interactive games, and mobile devices.
  • anonymous on 02 Feb 12
     
    Great to use for 21st Century Skills & Concepts and the BYOD initiative
  • Isabel Fernandez on 03 Feb 12
     
    I don't think blogging is part of their social lives, but academically they like it. I've used it several times for projects, to share ideas, to recommend websites and they really know how to use it and take advantage of it.
  • imelda Morales on 03 Feb 12
     
    I just read this article and the whole personalized education makes a lot of sense.. it goes beyond diferentiation
Stephanie Cummings

The Global Classroom Project: Building a Global Classroom | The Edublogger - 0 views

theedublogger.com/...ct-building-a-global-classroom

info lit

shared by Stephanie Cummings on 16 Feb 12 - No Cached
  • We set out to help teachers improve their classroom practice, through collaborating and sharing expertise with teachers around the world …
  • We wanted our students to have regular opportunities to share, learn and collaborate with children around the world, helping them to discover our common humanity …
  • We set out to create a community which fosters global dialogue and discussion between teachers and students …
  • ...1 more annotation...
  • We have succeeded in creating a true educational community, where teachers support each-other’s learning. find new friends, and make global connections which transform their teaching and learning spaces in unexpected and empowering ways.
Pedro Aparicio

Transforming Information Literacy for Today's K-12 Learners Through the Lenses of Trans... - 0 views

theunquietlibrarian.wordpress.com/...iry-and-participatory-learning

Technology

shared by Pedro Aparicio on 21 Feb 12 - No Cached
    • Pedro Aparicio
      Pedro Aparicio on 22 Feb 12
       
      Great information literacy to create digital classrooms today
  • Stephanie Cummings on 21 Feb 12
     
    Here is a slideshow that discusses info lit and how you can use it in the classroom.
  • Pedro Aparicio on 22 Feb 12
     
    Project: The Uniquiet Librarian
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
Jenna Kubricht

Children's Books Online: the Rosetta Project, Inc. - 0 views

www.childrensbooksonline.org

ebooks literature reading children

shared by Jenna Kubricht on 13 Feb 12 - Cached
  • Jenna Kubricht on 13 Feb 12
     
    Read books online in English and another laungauge!!! Its cool!
Kristen Heusinger

S.O.S. for Information Literacy - 0 views

www.informationliteracy.org

ADE634 infolit lessons

shared by Kristen Heusinger on 13 Feb 12 - Cached
  • S.O.S. for Information Literacy is a dynamic web-based multimedia resource that includes peer-reviewed lesson plans, handouts, presentations, videos and other resources to enhance the teaching of information literacy (K-16). Read a full description of the project. More information.
  • Kristen Heusinger on 13 Feb 12
     
    Interesting Lesson plans, teaching idea, builders for information literacy. Very interesting website for teaching information literacy skills!
  • Lisa Keeler on 25 Feb 12
     
    Great site!
  • Kate Spilseth on 25 Feb 12
     
    Information Literacy website for teachers
Gretchen Dillon

Beyond the Transcript: Digital Portfolios Paint a Complete Picture | MindShift - 0 views

mindshift.kqed.org/...olios-paint-a-complete-picture

#infolit ADE634

shared by Gretchen Dillon on 18 Feb 12 - No Cached
  • Zinch, which is free for students, is designed like a social networking tool.
  • lines are blurring between social networking tools and digital portfolios.
  • Digital portfolios provide students a way to track what they’ve learned over time, compile their grades and scores and publish their completed projects. And they provide a sense of a student’s identity, one behind the transcript, when submitting their applications.
  • ...2 more annotations...
  • Parents can involve their kids, even at a very young age, to help them not only pick their favorite works but also to assess and reflect on their learning. The reflection component, much more than the presentation element of digital portfolios, is where Barrett believes they reach their full power.
    • Gretchen Dillon
      Gretchen Dillon on 18 Feb 12
       
      I wonder when our student-led conferences will turn entirely digital?
Mariana Perez Galan

Dark Side of the iPad ~ Collecting student projects is difficult! | John Larkin - 0 views

www.larkin.net.au/...ipad-dark-side

education Technology

shared by Mariana Perez Galan on 22 Feb 12 - No Cached
  • Mariana Perez Galan on 22 Feb 12
     
    VERY INTERESTING!!!! PLEASE READ IT
Gretchen Dillon

Introducing Programming to Preschoolers | MindShift - 1 views

mindshift.kqed.org/...ng-programming-to-preschoolers

#infolit

shared by Gretchen Dillon on 24 Feb 12 - No Cached
    • Gretchen Dillon
      Gretchen Dillon on 24 Feb 12
       
      An interesting discussion of early childhood development and digital learning.
  • The new project raises questions about childhood development and digital learning
  • Lifelong Kindergarten is collaborating with Tufts University’s DevTech Research Group to make Scratch Jr, a new version aimed at kids in preschool to second grade. The expected launch date is summer 2012.
  • ...2 more annotations...
  • We want them to see digital technologies as something they can use to express themselves.”
  • There’s been a lot of buzz in the last few years about what it means to be literate in the 21st century. To Resnick, teaching kids to program was like teaching children of another generation how to write.
Cynthia Castro

Core Strategies for Innovation and Reform in Learning | Edutopia - 0 views

www.edutopia.org/core-concepts

edutopia info home

shared by Cynthia Castro on 15 Feb 12 - Cached
  • Edutopia is dedicated to transforming the learning process by helping educators implement the strategies below
    • Cynthia Castro
      Cynthia Castro on 15 Feb 12
       
      empower
    • Cynthia Castro
      Cynthia Castro on 15 Feb 12
       
      which
  • Project Learning
  • ...9 more annotations...
  • Integrated Studies
  • Teacher Development
  • ands-on approach to learning core subject
  • tudents to think critically, access and analyze information, creatively problem solve, work collaboratively, and communicate with clarity and impact
  • Technology Integration
  • Social and Emotional Learning
  • Comprehensive Assessment
  • ssment should mea
  • sure the full range of student ability
  • Cynthia Castro on 15 Feb 12
     
    basics for understanding edutopia
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
Michelle Munoz

Digital Kindergarten: 1:1 iPad use in Full Day Kindergarten - 1 views

digitalkindergarten.blogspot.com/...-in-full-day-kindergarten.html

infolit

shared by Michelle Munoz on 23 Feb 12 - No Cached
  • The iPad is far superior to the workbooks- instant, self correcting, gives immediate feedback, kids progress at own levels and can be working at differentiated levels.
    • Michelle Munoz
      Michelle Munoz on 23 Feb 12
       
      "Bookless" classrooms
    • imelda Morales
      imelda Morales on 23 Feb 12
       
      I love this post! thanks Michelle! I do believe that technology has to be part of the early years classrooms..but it has to be brought in in a way that it is not a treat. Kids need to see them as learning and exploration tool just like they see legos, blocks and books.
  • Other curriculum areas we use the iPad in are science (as a journal to record our observations) to check the weather, Social Studies- we tweet other kindergarten classrooms and find them on maps and the globe and learn about their lives; comparing similarities and discussing differences and even collaborating on play projects.
  • Mariana Perez Galan on 23 Feb 12
     
    Wow! Super aplicada Miss Michelle, you are finding amazing things for us in the ECC! I do believe that ads are a wonderful tool althought, will they or could they replace workbooks, puzzles, boardgames, books, manual activities???
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