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Lisa Keeler

A+ Research & Writing - 2 views

www.ipl.org/aplus

research writing reference education Infolit researchpapers information_literacy

shared by Lisa Keeler on 03 Feb 12 - Cached
  • Lisa Keeler on 03 Feb 12
     
    Love this site as an excellent guide for my students in writing research papers. Provides excellent and reliable sites for research, and confirms good research habits. Helps reduce the fear of research paper writing!
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
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? >
Gretchen Dillon

Developing Research and Information Literacy - 1 views

www.readingrockets.org/...50315

#infolit

shared by Gretchen Dillon on 03 Mar 12 - No Cached
    • Gretchen Dillon
      Gretchen Dillon on 03 Mar 12
       
      a great article discussing information literacy with young readers
  • Research and information literacy is something students work on throughout their school career. It's a collection of skills that, when combined, means that a learner is able to find, understand, evaluate and use information. Interest in information literacy grew out of a need to create learners for the 21st century. Here you'll find information about two ways to begin to develop information literacy in your child.
  • Parents and teachers can help children develop research and information literacy by sharing their love of learning. Encourage their curiosity about the world and desire to find out more. At the same time, help them become wise consumers of the information they find. These are skills that will last a lifetime.
jennifer lee byrnes

Information Literacy: A Neglected Core Competency (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...199382

information literacy

shared by jennifer lee byrnes on 16 Feb 12 - Cached
  • jennifer lee byrnes on 16 Feb 12
     
    Info Lit as a core competency & how users (students) research.
Kristen Heusinger

Information Literacy - Home - 0 views

www.webs.uidaho.edu/info_literacy

ADE634 infolit

shared by Kristen Heusinger on 03 Feb 12 - Cached
    • Lisa Keeler
      Lisa Keeler on 03 Feb 12
       
      Good definition of Information Literacy
  • Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.
    • imelda Morales
      imelda Morales on 07 Feb 12
       
      IME MORALES ADE634
  • ...3 more annotations...
  • Information literacy is critically important because we are surrounded by a growing ocean of information in all formats.
  • Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques.
    • Kristen Heusinger
      Kristen Heusinger on 03 Mar 12
       
      Important because I am confused what it is
  • Kristen Heusinger on 03 Mar 12
     
    What is 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.
  • 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.
  • The new project raises questions about childhood development and digital learning
  • ...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.
Lisa Keeler

For Teachers, Middle School Is Test of Wills - New York Times - 1 views

www.nytimes.com/...17middle.html

Infolit middleschool

shared by Lisa Keeler on 09 Feb 12 - Cached
    • Lisa Keeler
      Lisa Keeler on 09 Feb 12
       
      There is a dearth on the focus of preparing teachers for Middle School education.  A difficult and challenging age, but one where a good teacher and caring adult can make all the difference.
    • Lisa Keeler
      Lisa Keeler on 09 Feb 12
       
      The challenges of teaching Middle School - so much of the "teaching" falls outside of classroom bounds.
  • Brooklyn: How to snuff out brewing fistfights before the first punch is thrown, how to coax adolescents crippled by low self-esteem into raising their hands, how to turn every curveball, even the biting insult, into a teachable moment.
  • ...1 more annotation...
  • “We’re really in a malpractice kind of environment, where we’re preparing teachers for elementary classrooms and high school classrooms but not middle-grades classrooms,” said Peggy Gaskill, research chairwoman of the National Forum to Accelerate Middle-Grades Reform, an alliance of educators, researchers and others seeking to improve middle school education.
Lisa Keeler

Bill and Sheila's Information Literacy Place - 0 views

dis.shef.ac.uk/literacy

Infolit information_literacy

shared by Lisa Keeler on 25 Feb 12 - Cached
    • Lisa Keeler
      Lisa Keeler on 25 Feb 12
       
      I like Bill and Sheila for creating this great site for infolit!
  • These pages are produced by Sheila Webber, who teaches at Sheffield University, and Bill Johnston, who teaches at Strathclyde University (see who we are and what these pages are for, below). New on 3 September 2006. I am giving these pages an overhaul! The Definitions and models and Standards and position papers were updated today (3 Sept 2006), with new content added and links checked. I also did some content updating of the Resources and the Our views and publications pages, and corrected the links both for those and the Learning and Teaching Resources page. I removed a couple of the old sections (Events and People). The remaining sections were last updated in 2003, but I do intend to overhaul them too. For events, news, reports etc. I recommend looking on my Information Literacy weblog which normally has about 5 entries added a week. Standards & position statements Organisations & resources Definitions and models of IL Learning and teaching resources Research into information literacy IL in schools Conference papers on information literacy Our publications & presentations etc. Relationship between librarians and faculty Information literacy and society
Debora Gomez

Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. - 0 views

www.ericdigests.org/...skills.htm

infolit

shared by Debora Gomez on 01 Mar 12 - Cached
  • There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education?
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • ...15 more annotations...
  • Curriculum Based on the Big6 Skills Approach
  • Approach
  • Approach
  • technology
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • technology
  • Moving from teaching isolated tech
  • Moving from teaching isolated technology skills to an integrated approach
  • Moving from teaching isolated technology skills to an integrated approach
  • ERIC Identifier: ED465377 Publication Date: 2002-09-00 Author: Eisenberg, Michael B. - Johnson, Doug Source: ERIC Clearinghouse on Information and Technology Syracuse NY. Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. 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. Moving f
  • ERIC Identifier: ED465377 Publication Date: 2002-09-00 Author: Eisenberg, Michael B. - Johnson, Doug Source: ERIC Clearinghouse on Information and Technology Syracuse NY. Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest. There is clear and widespread agreement among the public and educators that all students need to be proficient computer users or "computer literate." However, while districts are spending a great deal of money on technology, there seems to be only a vague notion of what computer literacy really means. Can the student who operates a computer well enough to play a game, send e-mail or surf the Web be considered computer literate? Will a student who uses computers in school only for running tutorials or an integrated learning system have the skills necessary to survive in our society? Will the ability to do basic word processing be sufficient for students entering the workplace or post-secondary education? Clearly not. In too many schools, teachers and students still use computers only as the equivalent of expensive flash cards, electronic worksheets, or as little more than a typewriter. The productivity side of computer use in the general content area curriculum is neglected or grossly underdeveloped (Moursund, 1995). Recent publications by educational associations are advocating for a more meaningful use of technology in schools (ISTE, 2000). Educational technologists are clearly describing what students should know and be able to do with technology. They are advocating integrating computer skills into the content areas, proclaiming that computer skills should not be taught in isolation and that separate "computer classes" do not really help students learn to apply computer skills in meaningful ways. 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. Moving f
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Learning and Teaching Information Technology--Computer Skills in Context. ERIC Digest.
  • Debora Gomez on 01 Mar 12
     
    Introduction to infolit & basis of Big 6
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: Building Blocks of Research: Overview - 0 views

www.noodletools.com/...infolit1.html

ADE634 infolit

shared by Kristen Heusinger on 13 Feb 12 - Cached
  • Information Literacy is a transformational process in which the learner needs to find, understand, evaluate, and use information in various forms to create for personal, social or global purposes.
  • Kristen Heusinger on 13 Feb 12
     
    Building blocks of how information literacy is defined and put into place
  • Mariana Rendon on 25 Feb 12
     
    Resources for teachers available...
Isabel Fernandez

Why Integrate Technology into the Curriculum?: The Reasons Are Many | Edutopia - 0 views

www.edutopia.org/ology-integration-introduction

ADE634 infolit

shared by Isabel Fernandez on 16 Feb 12 - Cached
  • Integrating technology into classroom instruction means more than teaching basic computer skills and software programs in a separate computer class. Effective tech integration must happen across the curriculum in ways that research shows deepen and enhance the learning process.
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

Infographic: Get More Out Of Google | HackCollege - 0 views

www.hackcollege.com/...ic-get-more-out-of-google.html

shared by Mademoiselle Sakina on 20 Feb 12 - No Cached
    • Mademoiselle Sakina
      Mademoiselle Sakina on 20 Feb 12
       
      I totally agree with the following statement: "using Google effectively is crucial, but most students surprisingly just don't know how".
    • Mademoiselle Sakina
      Mademoiselle Sakina on 20 Feb 12
       
      Which best tips and tricks do you have for students who go on to use Google for research?
Alejandra Salazar

Could digital humanities to undergraduates could boost information literacy? | Inside H... - 0 views

www.insidehighered.com/...uld-boost-information-literacy

digital humanities information literacy learning technology

shared by Alejandra Salazar on 15 Feb 12 - No Cached
  • it is incumbent on humanities instructors to teach undergraduates how to read websites and digital discovery tools with the same critical vigilance with which they are taught to read textual arguments
  • research has shown that most members of the “born digital” generation do not know how those tools work
  • the point is to spur students to “think critically and differently” about digital gateways and to “encourage new forms of close reading, knowledge production and interpretation” in the context of the modern information landscape
Kristen Heusinger

National Forum on Information Literacy | 21st Century Skills - 0 views

infolit.org

ADE634 infolit

shared by Kristen Heusinger on 13 Feb 12 - Cached
  • The mission of the  National Forum on Information Literacy is to promote and mainstream information literacy at home and abroad.  In doing so, we provide programmatic research and workforce development training activities to a broad spectrum of constituencies in the following areas (1) education and learning, (2) business and economic interests, (3) health and wellness, and (4) government and citizenship.
  • Kristen Heusinger on 13 Feb 12
     
    National Forum that help promote information literacy. I learned that there is a digital learning day February 1st. 
Lisa Stewart

KidsClick! Web Search - 0 views

www.kidsclick.org

searchengine research kids information_literacy

shared by Lisa Stewart on 14 Feb 12 - Cached
    • Lisa Stewart
      Lisa Stewart on 14 Feb 12
       
      Super easy search-engine for kids!
  • Lisa Stewart on 14 Feb 12
     
    Great kid-friendly website for youth to use to find the information they are looking for!
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
Miss Anna

The Big 6 Information Literacy - UEN - 0 views

www.uen.org/...big6.shtml

infolit education earlychildhood

shared by Miss Anna on 24 Feb 12 - No Cached
  • Miss Anna on 24 Feb 12
     
    Six research steps for young children--I like these!
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