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Contents contributed and discussions participated by David McGavock

David McGavock

Will the iPad Make You Smarter? | Gadget Lab | Wired.com - 3 views

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    "Will the iPad Make You Smarter? * By Brian X. Chen Email Author * July 8, 2010 | * 7:00 am | * Categories: Tablets * A growing chorus of voices argue that the internet is making us dumber. Web-connected laptops, smartphones and videogame consoles have all been cast as distracting brain mushers. But there's reason to believe some of the newest devices might not erode our minds. In fact, some scientists think they could even make us smarter. Could the cleaner and more modern interfaces that we see on iPads, iPhones and Android smartphones better suit the way our minds were meant to work?"
David McGavock

Bing Community - 2 views

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    "Professor Michael Eisenberg Talks Critical Thinking Today Betsynote: I first ran into Professor Michael Eisenberg last fall when he was introduced to me by multiple folks - the MacArthur Foundation, local Seattle educators, and the NCCE conference organizers. When I chatted with him in his office (yes, I got lost, even though it was Mary Gates Hall as a landmark) I realized he had a long history of working with Internet literacy and critical thinking, and his pro-library/reference stance provided another insight into the discussion. He has his hand in many projects - university academia, educational research, his own company that creates educational resources, and a startup. Here's what he has to say on various issues around search and critical thinking…. Tell us a little about yourself and what you do now. I am currently Professor at the Information School of the University of Washington. I am the founding dean of the School, having stepped aside in 2006. I keep pretty busy these days-teaching (grads and undergrads); being principal investigator on 2 funded research projects - Project Information Literacy (funded by ProQuest and MacArthur), a large-scale study of the information habits of college students and Virtual Information Behavior Environments (funded by the MacArthur Foundation), studying information problem-solving in virtual worlds; giving numerous workshops and keynote presentations on information literacy, technology, and the information field; advising a number of doctoral students; and hanging out with my family, especially my 2 grandkids - ages 5 and 7."
David McGavock

Big6 » Blog Archive » Big6™ Skills Overview - 2 views

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    "The Big6™ Developed by Mike Eisenberg and Bob Berkowitz, the Big6 is the most widely known and widely used approach to teaching information and technology skills in the world. Used in thousands of K-12 schools, higher education institutions, and corporate and adult training programs, the Big6 information problem-solving model is applicable whenever people need and use information. The Big6 integrates information search and use skills along with technology tools in a systematic process to find, use, apply, and evaluate information for specific needs and tasks." "One solution to the information problem-the one that seems to be most often adopted in schools (as well as in business and society in general)-is to speed things up. We try to pack in more and more content, to work faster to get more done. But, this is a losing proposition. Speeding things up can only work for so long. Instead, we need to think about helping students to work smarter, not faster. There is an alternative to speeding things up. It's the smarter solution-one that helps students develop the skills and understandings they need to find, process, and use information effectively. This smarter solution focuses on process as well as content. Some people call this smarter solution information literacy or information skills instruction. We call it the Big6."
David McGavock

Big6 » Mike Eisenberg - 1 views

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    "Mike Eisenberg Big 6 1. Task Definition 1.1 Define the information problem 1.2 Identify information needed 2. Information Seeking Strategies 2.1 Determine all possible sources 2.2 Select the best sources 3. Location and Access 3.1 Locate sources (intellectually and physically) 3.2 Find information within sources 4. Use of Information 4.1 Engage (e.g., read, hear, view, touch) 4.2 Extract relevant information 5. Synthesis 5.1 Organize from multiple sources 5.2 Present the information 6. Evaluation 6.1 Judge the product (effectiveness) 6.2 Judge the process (efficiency) Posted on November 14th, 2007 in About Big6 by The Big6 Staff Mike Eisenberg is a teacher and mentor whose personal motto is, "make it better!" He is the founding dean of the Information School at the University of Washington, serving from 1998 to 2006. During his tenure, Mike transformed the unit from a single graduate degree program into a broad-based information school with a wide range of research and academic programs, including an undergraduate degree in informatics, masters degrees in information management and library and information science (adding a distance learning program and doubling enrollment), and a doctorate degree in information science. Mike's current work focuses on information, communications, and technology (ICT) literacy, information credibility, and information science education K-20. Mike is co-author of the "Big6 approach to information problem-solving" - the most widely used information literacy program in the world. Mike is a prolific author (9 books and dozens of articles and papers) and has worked with thousands of students-pre-K through higher education-as well as people in business, government, and communities to improve their information and technology skills. For more information about Mike Eisenberg here. Mike Eisenberg Dean Emeritus and Professor The Information School of the University of Washington Seattle, WA 98195-2840 Phone: (206) 616-115
David McGavock

How To Analyze Information - 7 views

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    "How to Analyze Information A Step-by-Step Guide to Life's Most Vital Skill We are living now through the early decades of the Information Revolution, and it's a miracle of human energy and ingenuity. Never before has so much information been available, so easily and inexpensively, about so many subjects. And the most important thing we've learned is that information is like water. It's vital to our lives; we cannot survive without it. But if too much pours over us - we drown. To keep from drowning in information we must learn to use it properly, which means figuring out what the information is telling us. After all, it isn't the information itself we use to make decisions; it's the knowledge within the information that we use. This is why we must learn how to analyze information - how to determine just what information we need to make the decisions we face, how to get that information, and then - this is the most crucial step of all -- how to reach inside this information to grasp the knowledge it contains."
David McGavock

The principle of reciprocity :The Thinker - 3 views

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    " * A differing opinion, by itself, is no evidence of asshattery. That is basically what the principle of reciprocity says. * But, a violation of the principle of reciprocity is evidence of asshattery. * Therefore, when I call someone an asshat for violating the principle of reciprocity, I am not violating the principle of reciprocity myself, since my opinion is evidence-based. It's reassuring to know I can be a good critical thinker and still be allowed to call someone an asshat on occasion."
David McGavock

Preschool Academics - 2 views

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    "We also engineer critical thinking into our preschool material to help engage students and teach them organized analysis. Discussion and critical thinking questioning strategy lead to deeper analysis of content. This makes the learning process more about absorbing and reflecting on all facets of the material in a natural and curious state. Here are a few examples of questions that invoke informal reasoning: "Why did you select that one?" "How are these different?" "What happened when you?" "What would happen if you?" "What can you do to make… happen?" "How do you think s/he feels about what happened?" These types of questions develop critical thinking skills and stimulate verbal development as the children try to communicate their reasoning."
David McGavock

Bingle.nu - 6 views

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    bing and google search at the same time
David McGavock

Sweet Search - 3 views

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    Curated search. Gives you a list of credible resources. Students need to determine what is relevant. Visit SweetSearch for School Librarians for content that helps students use the Web effectively. Visit our SweetSites for teachers and students, organized by subject and academic level. Visit SweetSearch Biographies for profiles of 1,000+ significant people. Visit SweetSearch Social Studies for our best social studies content. Take our Ten Steps to Better Web Research
David McGavock

ProCon.org - Pros and Cons of Controversial Issues - 1 views

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    "Welcome to ProCon.org. We promote critical thinking, education, and informed citizenship by presenting research on controversial issues in a straightforward, nonpartisan, and primarily pro-con format. Our websites are free, unbiased, and updated periodically. ProCon.org is an independent, nonpartisan, 501(c)(3) nonprofit public charity."
David McGavock

Critical thinking In the classroom - 4 views

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    "Students have more information at their fingertips than ever before, yet the challenge remains for them to find, evaluate, and apply the information they discover in the classroom and beyond. Applying critical thinking skills through web research can help students: * Improve search skills. * Evaluate the information they find. * Incorporate them in their work. Explore the ready-to-use curriculum below, including detailed lesson plans, student worksheets, and class demonstrations on: * Mechanics of searching * Validity and reliability * Plagiarism * Citing web sources * Civil discourse"
David McGavock

INFORMATION SKILLS - 5 views

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    "INFORMATION SKILLS RATING SCALE This document was developed as part of a consulting assignment with the library media staff of the Oak Harbor (WA) Schools, who wished to create a rating scale which would help them assess how well students are performing on the tasks associated with the Research Cycle . The document is copyrighted by the Oak Harbor Schools and by Jamie McKenzie, but copies may be made by schools for distribution to staff. Any other duplication or transmittal in any form is prohibited unless permission is granted expressly."
David McGavock

Top Rationality Blogs - 1 views

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    "Top Rationality Blogs " Blogs are organized by category. Some of them are: Skeptic Zoners Sorting out Science Skeptico Fallacy Files Science-Based Pharmacy Bad Science
David McGavock

Critical Thinking On The Web - 3 views

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    Offers definitions of critical thinking and links to quality resources on topics such as argument mapping, assessment, cognitive biases, critical reading and writing, experts and expertise. (this resource was identified in Microsoft's "Developing Critical Thinking Through Web Research skills") Top Ten 1. Argument Mapping Tutorials. Six online tutorials in argument mapping, a core requirement for advanced critical thinking. 2. The Skeptic's Dictionary - over 400 definitions and essays. 3. The Fallacy Files by Gary Curtis. Best website on fallacies. 4. Butterflies and Wheels. Excellent reading - news, articles, and much more. 5. Critical Thinking: What It Is and Why It Counts by Peter Facione. Good overview of the nature of critical thinking. (pdf file) 6. Of the Liberty of Thought and Discussion by John Stuart Mill. Classic chapter, densely packed with wisdom about thinking. 7. Chance - best resource for helping students think critically about issues involving probability and statistics 8. Psychology of Intelligence Analysis, by Richards Heuer. A good overview of how to improve thinking in the light of insights from cognitive psychology. 9. A Handbook on Writing Argumentative and Interpretative Essays by Ian Johnston 10. Baloney Detection Part 1 and Part 2 - by Michael Shermer. 10 step guide.
David McGavock

What are the Fallacy Files? - 0 views

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    ... not just any type of mistake in reasoning counts as a logical fallacy. To be a fallacy, a type of reasoning must be potentially deceptive, it must be likely to fool at least some of the people some of the time. Moreover, in order for a fallacy to be worth identifying and naming, it must be a common type of logical error. "Some years after I began to amass these files, I wondered just what I ought eventually to do with them, how best to organize the information within them, and in what form to make them available to others interested in fallacy studies. The present hypertext web version, The Fallacy Files, was first published on March 11th, 2001, and is the result of this score of years of research and fieldwork on the fallacies. "
David McGavock

Questioning: A comprehension strategy for small-group guided reading - 2 views

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    "Questioning: A comprehension strategy for small-group guided reading http://www.readwritethink.org/lessons/lesson_view.asp?id=408 A lesson plan for grades 3-5 English Language Arts * Learn more about language arts, metacognitive strategies, questioning, and reading. * Email * Delicious Delicious * Digg Digg * Facebook Facebook * StumbleUpon StumbleUpon\n\nIn this ReadWriteThink lesson, the teacher explains the difference between thin (factual) and thick (inferential) questions, and then models how to compose question webs by thinking aloud while reading. Students observe how to gather information about the topic and add it to question webs in the form of answers or additional questions. Students practice composing thin and thick questions, as well as monitoring their comprehension, by using question webs independently in small-group reading. This practice extends knowledge of the topic and engages readers in active comprehension. "
David McGavock

StandardsForStudents - 0 views

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    "III. Research and Information Fluency \nStudents apply digital tools to gather, evaluate, and use information. Students: \n A. plan strategies to guide inquiry.\n B. locate, organize, analyze, evaluate, synthesize, and ethically use information\n C. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. \n D. process data and report results. \n\nIV. Critical Thinking, Problem-Solving & Decision-Making \nStudents use critical thinking skills to plan and conduct research, design and manage projects, solve problems, engineer solutions and make informed decisions using appropriate digital tools and resources. Students: \n A. identify and define authentic problems and significant questions for investigation. \n B. plan, design and manage activities to develop a solution or complete a project.\n C. collect and analyze data to identify solutions and/or make informed decisions.\n D. use multiple processes and diverse perspectives to explore alternative solutions. "
David McGavock

TruthOrFiction.com-Is that forwarded email Truth or Fiction? Research into stories, sca... - 1 views

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    "TruthOrFiction.com...your Email Reality Check \n\nGet the truth about rumors, inspirational stories, virus warnings, hoaxes, scams, humorous tales, pleas for help, urban legends, prayer requests, calls to action, and other forwarded emails."
David McGavock

About | Regret the Error - 0 views

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    "Regret the Error reports on media corrections, retractions, apologies, clarifications and trends regarding accuracy and honesty in the press. It was launched in October 2004 by Craig Silverman, a freelance journalist and author based in Montreal."
David McGavock

Jazz and Fundamentals, Part 3: Improvisation - 1 views

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    "Fundamentals are not "because I said so" facts and figures; they're the tools, the equipment, we need to get to the real stuff, the critical thinking and the creativity in any endeavor. When you hear a jazz musician riffing at a million miles an hour, he is absolutely improvising; he is not winging it. He's giving his brain the freedom to be brave, to explore, unencumbered by the burden of needing to actively cogitate on those fundamentals. He knows his art so thoroughly that he has the discipline to toe the line, the freedom to confidently act outside preconceived parameters, and-most importantly-the wisdom to know when to do one or the other."
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