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Sheri Edwards

Building School-Based Student Digital Book Clubs | MiddleWeb - 0 views

www.middleweb.com/...ding-student-digital-book-club

book clubs student building

shared by Sheri Edwards on 27 Jun 14 - No Cached
  • So instead of focusing on skill development alone, we considered engagement.
  • real readers find pockets of time during the day in which to squeeze some reading, known in her classes as “reading emergencies.” Highly portable digital devices make it much easier to exploit these pockets of time.
  • responses to their reading on Kidblog.
  • ...8 more annotations...
  • Two other elements for engagement, purpose and audience, proved to be the difference makers. When learners know that they will receive feedback when posting their thoughts and questions about what they’re reading, they see how these digital forums can serve them compared to just chatting about the mundane.
  • We stopped referring to this offering as an “intervention.” It was a book club.
  • having a diversity of abilities and interests paved the way toward a more authentic community of readers.
  • readers theater performance,
  • But we don’t plan to quantify the results. Instead we’ll ask questions like: Do they read without the need of a log? Have they ever saved up their allowance so they could get that special title on its release date? Has a whole afternoon passed by because they were so immersed in a book?
  • All learning is social.
  • . Bridging these two worlds through social media such as Google+, Twitter, and Edmodo gives us that authentic experience of what read readers do.
  • teach our students to be critical thinkers of what we read and investigate multiple perspectives before we can say we “learned” something.
Sheri Edwards

Evaluating Sources: The CRAAP Test - Information Literacy Research Skill Building - Lib... - 0 views

libguides.wsulibs.wsu.edu/content.php

evaluating sources research information literacy literacy skill libguides washington state university

shared by Sheri Edwards on 18 Jun 14 - No Cached
  • Sheri Edwards on 18 Jun 14
     
    "Currency The timeliness of the information: When was the information published or posted? Does the time period that the information was published matter in relation to your topic? When was the information last revised? (onine often found in the footer area) If reviewing a web source, are the links current or are they broken? Relevance or Coverage The importance of the information in relation to your topic: What is the depth of coverage? Is the informtion provided central to your topic or does the source just touch on your topic? Is the information unique? Who is the intended audience? Basically, is the information at the appropriate level for your research or does it target a different type of audience? Is better information available in another source? Authority Consider the source: Can you tell who wrote it? If the author is not identified who is the sponsor, publisher, or organization behind the information? Are the author's credentials or organizational affiliations listed? Is contact information available? Is the source reputable? Accuracy The reliability, truthfulness, and correctness of the informational content: Where does the information presented come from? Are the sources listed? Are the sources reputable? Can you verify the information in other sources or from your own knowledge? Corroborate! Does the language or tone seem free of bias or ideologically based arguments? Purpose or Objectivity The reason the information exists: What is the purpose of the information? Inform? Teach? Sway opinion? Sell? Entertain? Can you determine possible bias? If you can are they clearly stated or do they become apparent through a close reading? Does the point of view appear objective? Does the site provide information or does it attempt to debunk other information? (Weighing positive evidence versus negative evidence) "
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