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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.
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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.
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Recommended hashtags - Hashonomy - Social bookmarking via Twitter - 1 views

hashonomy.com/...recommended recommended hashtags
shared by anonymous on 26 Feb 12 - No Cached
  • anonymous on 26 Feb 12
     
    Sign in with Twitter account. I searched for differentiation.
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Maslow's Hierarchy of needs & Social Media #RapidBI - Ecademy - 1 views

www.ecademy.com/node.php information_literacy socialbookmarking
shared by veronica occelli on 20 Feb 12 - No Cached
  • veronica occelli on 20 Feb 12
     
    This looks like all of us will be like when the course is finished!
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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
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HotChalk's Lesson Plans Page - Lesson Plans for Teacher by Teachers - 1 views

www.lessonplanspage.com lessonplans resources ADE634 teaching
shared by Jenna Kubricht on 28 Feb 12 - Cached
  • Jenna Kubricht on 28 Feb 12
     
    great website to find lesson plans. It is well organized and very helpful!
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First-graders use Twitter to learn typing, reading, writing - chicagotribune.com - 1 views

www.chicagotribune.com/...tweet-20120228,0,7378048.story twitter elementary education
shared by Jenna Kubricht on 28 Feb 12 - No Cached
  • That's because Evan and others in first-grade teacher Jodi Conrad's class use Twitter to send out a weekly newsletters, update the days' activities and give parents reminders about upcoming programs.
  • e the days' ac
  • "These are tools that come standard in life right now,"
  • Jenna Kubricht on 28 Feb 12
     
    1st graders using Twitter! If they can do it, We can do it!!!
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100 Tips, Tools, and Resources for Teaching Students About Social Media | Teaching Degr... - 1 views

www.teachingdegree.org/...ng-students-about-social-media ADE634 infolit Education socialmedia
shared by Lee Ann Seifert on 24 Feb 12 - Cached
  • The following tips, tools, and resources can assist any teacher with the basics about social media and ways to share that information with students.
    • Lee Ann Seifert
      Lee Ann Seifert on 24 Feb 12
       
      Nowadays students are very familiar with social media, finding meaningful ways to incorporate them in the classroom will make learning fun and promote more student engagement. 
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Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm
shared by Pedro Aparicio on 22 Feb 12 - Cached
    • Pedro Aparicio
      Pedro Aparicio on 22 Feb 12
       
      A tribe learning to survive... I feel like a man trying to survive in a digital village.
1More

Aleph Molinari: Let's bridge the digital divide! | Video on TED.com - 1 views

www.ted.com/...bridge_the_digital_divide.html digital divide 21C
shared by Lisa Stewart on 04 Feb 12 - No Cached
    • Lisa Stewart
      Lisa Stewart on 04 Feb 12
       
      Non-proft org. working to bring digital information, content, and skills to children in need in Latin America by adjusting the notion of the 1:1 program in hopes of breaking the poverty cycle.
3More

10 Tips for Teaching English Language Learners | Edutopia - 1 views

www.edutopia.org/...anguage-learners-ayanna-cooper kindergarten resources ESL
shared by Erin L on 03 Feb 12 - No Cached
    • Erin L
      Erin L on 03 Feb 12
       
      Nearly all of my students are English Language Learners.  These are great tips that can help broaden my understanding as a teacher of the process of language acquisition.
    • Erin L
      Erin L on 03 Feb 12
       
      - the use of manipulatives (#8) is very important as it helps young children who are feeling uncomfortable with their lack of English to gain confidence that they know what the other students are talking about as they can rely on their visual abilities as opposed to their language abilities
  • Erin L on 03 Feb 12
     
    10 Tips for Teaching English Language Learners
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Kindergarten for Parents and Teachers - 1 views

htl.li/6ncOD kindergarten fine motor centers
shared by Erin L on 08 Feb 12 - No Cached
    • Erin L
      Erin L on 08 Feb 12
       
      Need center ideas?  Use these action verbs to develop centers that will help your students develop fine motor skills - imperative for learning how to write.
  • Erin L on 08 Feb 12
     
    A list of action verbs for developing fine motor skills - ECE
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#Kinderchat - 1 views

kinderchat-kinderchat.blogspot.com kindergarten twitter kinderchat
shared by Erin L on 03 Feb 12 - No Cached
    • Erin L
      Erin L on 03 Feb 12
       
      PREZI!
  • Erin L on 03 Feb 12
     
    Why Teachers Should use Twitter
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http://www.esmeefairbairn.org.uk/docs/WIP_web.pdf - 1 views

www.esmeefairbairn.org.uk/...WIP_web.pdf information_literacy resources
shared by Lisa Stewart on 04 Feb 12 - No Cached
    • Lisa Stewart
      Lisa Stewart on 04 Feb 12
       
      A lengthy British document discussing why and how to improve student's writing.  Yet, thankfully the execuitive summary on pages 10-13 are nice and short! I thought the conclusions on page 12 provided some good food for thought! 
    • Lisa Stewart
      Lisa Stewart on 04 Feb 12
       
      I think that this article provides a wealth of information pertaining to not only why writing skills are important, but what changes schools should implement to make sure that teachers are using best teaching practices. For starters, it shouldn't be assumed that all teachers write well themselves!
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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.

power up your professional learning network - 1 views

started by Anamaria Recio on 10 Feb 12 no follow-up yet
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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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Lights, Camera . . . Engagement! Three Great Tools for Classroom Video | Edutopia - 0 views

www.edutopia.org/...ng-video-in-classroom-ron-peck edutopia edtech classroom Technology
shared by Charmaine Weatherbee on 23 Feb 12 - No Cached
  • Charmaine Weatherbee on 23 Feb 12
     
    Ideas on how to implement the making of videos to spice up a unit.  
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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
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Redefining... - 0 views

www.facebook.com/permalink.php
shared by Carolina Montes on 25 Feb 12 - No Cached
  • The problem, I began to realize, was my own understanding of how the iPads should be utilized in the classroom. I had seen them as a supplement to my pre-existing curriculum, trying to fit them into the structure of what I’d always done. This was the wrong approach: To truly change how my classroom worked, I needed a technology-based redefinition of my practic
  • Redefine with a goal in mind. When rethinking your curriculum and classroom, identify the goals you have for yourself and your students. I focused on two important goals: increased differentiation and robust, efficient assessment. Next, I asked myself, "Can the iPads help me reach those goals?" Realizing that they could, I redesigned my classroom practice around the goals, with iPads as the infrastructure. Here are a few examples:
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