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rcosen01

The Big Six Information Skills As a Metacognitive Scaffold: A Case Study | American Association of School Librarians (AASL) - 1 views

www.ala.org/...bigsixinformation

information_literacy big6 Research library

shared by rcosen01 on 20 Sep 15 - No Cached
  • authentic tasks often require an increased amount of metacognitive attention on the part of the students, as they are generally not addressed in the kindergarten through twelfth-grade curricula. Through the use of a specific information skills model like Big6 these skills can be developed in students of all ages (Eisenberg and Berkowitz 1990).
  • Stripling and Pitts describe their model as a "thinking frame" (Stripling and Pitts 1988, 19) for research. This ten-step process emphasizes a thinking framework that can be adapted for any age level and any curricular subject. The authors maintain that, unless they are instructed to do so, most students do not automatically think about research in an explicit manner. Therefore, by prescribing the method in which to write research papers, the authors hope to improve student thought about the research process. The ten steps of the search process model (Stripling and Pitts 1988) are organized around the major activities performed in writing a coherent research paper: topic selection, planning the information search, locating and accessing materials, and creating a final product. Throughout the model, students have several reflection points that allow them to make judgments about their progress.
  • Big6 (Eisenberg and Berkowitz 1990) is a six-step process that provides support in the activities required to solve information-based problems: task definition, information seeking strategies, location and access, use of information, synthesis, and evaluation (see  figure 1).
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  • Teachers can provide specific support and scaffolding for desired metacognitive skills by labeling student behaviors as metacognitive behaviors, modeling specific metacognitive activities (e.g. self-questioning, reflection, strategy revision), providing opportunities for feedback to the students, and by adopting a specific learning or studying model for use within the classroom (Bondy 1984; Costa 1984).
  • Palinscar's (1986) definition of metacognition as the ability to plan, implement, and evaluate strategic approaches to learning and problem solving is supported by the six steps of Big6. Students who engage in task definition and information-seeking strategies are formulating a plan in order to complete an assignment or solve a problem. Engaging in location and access, use of information, and synthesis is the implementation of that plan. Evaluating the process and product resulting from the synthesis activity is the final step.
  • ig6 as a general, nonsubject-specific, metacognitive scaffold for students to use when solving information-based problems.
  • First, when students are provided metacognitive support during information problem-solving activities, they may be able manage complex tasks and subject matter content.
  • Second, the students relied heavily on the model in order to make decisions about current and future activities.
  • The researchers found that Big6 provided a focus to student research and writing activities that appeared to enhance the level of engagement the students had with both the content and their writing activities.
  • Results suggest that Big6 might act as a metacognitive scaffold for students who are asked to complete unfamiliar tasks involving complex content.
  • Scaffolding, when implemented according to the principles presented by Vygotsky (1978) is gradually withdrawn from the learner as performance approaches an expert level. The time period of the study was too brief to gradually remove the scaffolded support for students.
  • Big6 and other models that provide a systematic guide for information problem solving seem to provide the elements for mental modeling so necessary in helping the novice construct a method to meet the information use tasks placed before him or her. These models appear to help students visualize the series of tasks that at first are not understood or seemingly connected. Such models may be powerful in construction of mental images to manage tasks that at first did not seem possible to accomplish.
  • The Big6 may act as a metacognitive scaffold that supports students while they become more adept at monitoring their own thought processes during the problem-solving process.
  • Additionally, it provides a structured vocabulary that students and teachers can use while discussing the problem-solving strategies being employed in a particular learning situation. The structured vocabulary allows teachers and students to label behaviors and clarify terminology, two activities that are recommended to enhance metacognitive ability in students (Costa 1984). Consequently, an unobservable process is able to be monitored and tracked through a set of prescribed steps and described using a standardized vocabulary.
  • Big6 may also provide an overarching process that students can employ in a variety of learning situations
  • "encourage a deliberate and systematic approach to learning and problem solving" (236).
  • As Bondy (1984) stated, We cannot possibly provide school children with enough information to ensure their lifelong success in an ever-changing world. Preparing children to meet the demands of an uncertain future, however, may require a shift in educational focus from the content to the process of learning. Not only do children need to be able to think, but they need to exercise control over their own thinking. They need to know when they understand, when they need to know more, and how to direct efficiently their personal questions for knowledge. (238)
  • rcosen01 on 20 Sep 15
     
    Research into Big6
Jennie Bales

Video: Three Spheres of Library Skills - Part 1 - 1 views

www.teachermagazine.com/...heres-of-library-skills-part-1

information literacy reading reading culture research process critical thinking thinking school libraries school-wide reading program

shared by Jennie Bales on 15 Jul 22 - No Cached
  • Jennie Bales on 15 Jul 22
     
    "In this video, Jorm introduces a targeted program that is embedded at the school, The Three Spheres of Library Skills. The program scaffolds students to achieve success in the three core areas of library skills: Readers, Researchers, and Thinkers. This first video in a three-part series takes an in-depth look at the first skill - Readers. 'While all the spheres are interconnected, the Readers sphere is most important, as the skills and attitudes in this sphere underpin all of the others,' Jorm shares in the video. "
Jessica Raeside

School libraries and 21st century learning | School Library Management - 36 views

www.schoollibrarymanagement.com/raries-supporting-21c-learning

21C learning teacher librarian teachers

shared by Jessica Raeside on 16 Apr 14 - No Cached
sobashini liked it
  • Libraries have existed for millennia. Their purpose has always been focused on knowledge acquisition and sharing for the development of society. In the 21st century, school libraries are re-engineering themselves to focus on learning, curriculum and the skills needed for 21st century learning.
  • The evolution of school libraries into flexible, dynamic, high-tech learning centres designed to prepare students as responsible digital citizens to function effectively in a complex information landscape is dependent on visionary leadership and strategic planning to reach this level of functionality. 
  • through the provision of accessible resources, and the development of sophisticated information and technology understandings and skills” (Hay & Todd 2010a, p. 30).
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  • he study found that flexible access to computers, printers, Internet and other resources, including teaching expertise, before school and at non-class time was valued highly by students (Hay 2006).  In 2010, one principal stated, “When I enter my own school library I see a social network – students and teachers doing all manner of things – everything from reading, promoting, quiet games, social skilling, researching, working on the computers, group planning, the list becomes quite endless. I see a thriving centre of learning – and something that is integral to the way the whole school functions” (Hay & Todd 2010b, p. 5).
  • The school library becomes the hub for networking, information access, digital literacy instruction, learning and knowledge creation – a shared space for all students and the school community. The advantage of a ‘commons’ approach is it provides an opportunity to re-engineer the school library into a place/space that brings together the library, information technology and a qualified team of information, technology and learning staff whose combined knowledge, skills and expertise collectively support the integration of 21st century learning into the curriculum.
  • A facility which features fluid library design that allows for the customisation and personalisation of learning.
  • A blended learning environment which harnesses the potential of physical learning spaces and digital learning spaces.
  • A centre of learning innovation where teachers and teacher librarians are involved in creatively designing learning experiences.
  • A facility which seeks a balance between print and digital collections and which does not privilege one format over another.
  • Teacher librarians know which apps are free and trustworthy and can then recommend these to staff and students. The same collection development skills used to evaluate “traditional” resources to determine which are current, relevant, authentic and authoritative, are also applied to online databases and web sites.
  • Digital media literacy can be defined as the ability to locate, access, organise, understand, evaluate, analyse and create content using digital media (Wikipedia; Australian Communications & Media Authority). Even though this level of literacy involves knowing how to use technology it is “less about tools and more about thinking” (Johnston, et al 2011, p 5.)
  • The general capabilities in the Australian national curriculum, especially “critical and creative thinking”, provide a vehicle for teacher librarians to be active in the delivery of digital media literacy skills through inquiry based programs.  For example, research pathfinders encourage active engagement in the interactive information seeking process. Pathfinders provide a starting point for the generation of questions, discussions and identification of suitable and relevant resources.  Collaborative knowledge building environments such as wikis can facilitate the inquiry based activities that allow students to engage in collaboration, construction, knowledge sharing and creation. The school library is an ideal environment to engage in conversations about digital citizenship, the impact of a student’s digital footprint, ethical use of information and social responsibility in an always-connected world.
  • The vision is to go beyond school libraries being perceived as repositories of information artefacts to being flexible, dynamic learning environments; “centres of inquiry, discovery, creativity, critical engagement and innovative pedagogy” (Hay & Todd 2010b, p. 40). To make this vision a reality is a challenge for school leadership so that the best learning environment, resources and learning is available for all Australian students.
murphyhaste

Curriculum & Leadership Journal | Digital participation, digital literacy and schools - 5 views

www.curriculum.edu.au/...literacy_and_school,31055.html

shared by murphyhaste on 08 Mar 14 - No Cached
  • Digital literacy refers to the skills, knowledge and understanding required to use new technology and media to create and share meaning.
  • involves the functional skills of reading and writing digital texts, for example being able to 'read' a website by navigating through hyperlinks and 'writing' by uploading digital photos to a social network
  • how particular communication technologies affect the meanings they convey, and the ability to analyse and evaluate the knowledge available on the web.
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  • he literacy needed to engage with the digital environment takes in an integrated repertoire of skills, knowledge and understanding
  • espite substantial investment in ICT for school education, issues relating to the quantity, quality and use of technology remain, and have implications for the integration of ICT into the curriculum. Issues include establishing reliable internet connections
  • olicies and procedures regarding ICT, and the physical organisation of computers, may also need to be reconsidered
  • ntegrating knowledge of digital technology with the development of subject knowledge is likely to require altered pedagogical techniques, as well as the development of different knowledge, outlooks and skill sets in teachers. However, there are wide variations in the confidence
  • By developing the digital literacy of learners through the curriculum, educators are able to contribute to enhancing learners' potential for participation in digital media. This means enhancing young people's ability to use digital media in ways that strengthen their skills, knowledge and understanding as learners, and that heighten their capacities for social, cultural, civic and economic participation in everyday life
  • murphyhaste on 16 May 15
     
    Digital literacy refers to the skills, knowledge and understanding required to use new technology and media to create and share meaning. This week's article is adapted from the British report Digital participation, digital literacy, and school subjects: a review of the policies, literature and evidence , published by the Futurelab organisation . The article discusses students' current levels of digital literacy; literacy as it relates to information and the media; the relevance of multiliteracies and critical literacy; issues surrounding the use of technology in schools; and professional development requirements for educators.
Jennie Bales

Information Fluency - Virtual ​Library - 7 views

www.virtuallibrary.info/information-fluency.html

information fluency 21C 21st century literacies information literacy future digital literacy digital citizenship ETL504

shared by Jennie Bales on 27 Apr 22 - No Cached
  • Jennie Bales on 27 Apr 22
     
    "The concept of information fluency builds on what we have become familiar with as information literacy embedded within the Information Skills document currently used by schools. The Information Fluency Framework has been developed in line with a range of frameworks (NSW DoE 2021)."
Jennie Bales

Developing digital literacies - Jisc infoNet - 13 views

www.jiscinfonet.ac.uk/...digital-literacies

digital literacy literacy information literacy resources

shared by Jennie Bales on 02 Apr 14 - No Cached
  • Barbara Combes on 02 Apr 14
     
    From JISC - have done a lot of research on the idea of a digital native.
  • Jennie Bales on 22 Sep 14
     
    Digital literacy looks beyond functional IT skills to describe a richer set of digital behaviours, practices and identities. This tool kit examines information literacy, media literacy, communication & collaboration, digital scholarship, career & identity management, learning skills and ICT literacy
jshep58

What are 21st century skills? | Thoughtful Learning K-12 - 20 views

k12.thoughtfullearning.com/...what-are-21st-century-skills

shared by jshep58 on 11 Mar 20 - No Cached
  • Jennie Bales on 11 Mar 20
     
    "The 21st century skills are a set of abilities that students need to develop in order to succeed in the information age. The Partnership for 21st Century Skills lists three types:"
Judy O'Connell

The Changing Role of the Teacher-Librarian in the Twenty-first Century - 9 views

www.usask.ca/...scheirer.htm

teacher librarian leadership

shared by Judy O'Connell on 25 Feb 13 - Cached
  • Judy O'Connell on 25 Feb 13
     
    " There are many aspects to the role teacher-librarians. Teacher-librarians are curriculum development leaders as well as a collaborative teaching and planning partners for the classroom teacher. They can be leaders into integrating technology into instruction in the school. They are the information specialists who provide both physical and intellectual access to material through teaching the knowledge, skills and values required to use information and to communicate knowledge ethically and effectively. Teacher-librarians must also be involved in revising and rewriting policies and procedures that are important to meet the needs of the twenty-first century. They are resource managers and must be up to date in reviewing new materials in order to develop their collections."
Jennie Bales

Framework - Digital Fluency in the Classroom - 7 views

digitalfluencyintheclassroom.weebly.com/framework.html

information fluency 21C 21st century literacies information literacy future digital literacy digital citizenship ETL504

shared by Jennie Bales on 27 Apr 22 - No Cached
  • Jennie Bales on 27 Apr 22
     
    "The 21st Century Fluencies is a structured framework to model the critical skills that today's students need to succeed, both today and in the future and become digital citizen's. The Global Digital Citizen Foundation* divides digital fluency into five categories: Information, Solution, Creativity, Collaboration and Media. A syntheses of the elements involved in each fluency is detailed below."
Jessica Raeside

How to Infuse Digital Literacy Throughout the Curriculum - 6 views

plpnetwork.com/...se-digital-literacy-curriculum

ETL504 digital literacy

shared by Jessica Raeside on 04 Apr 14 - No Cached
  • Digital literacy is defined as “the ability to effectively and critically navigate, evaluate, and create information using a range of digital technologies.”
  • and this is especially true in schools subject to state and federal testing. Content becomes king. However, there are ways that schools can adapt these skills into existing structures – integrating them into their current pedagogical framework
  • e CRAAP test dev
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  • to deal with the glut of content that confronts them when they google a research topic.
  • only “traditional” methods and materials, but digital ones as well. We need to ensure that they know how to evaluate a website, a blog post, a tweet, a Facebook entry. These evaluative skills transfer cross curricularly and prepare students for the broader world of online communication.
  • Effectively engaging online requires a myriad of skills that we strive to foster in school – effective written communication, brevity and civility
  • These components are often highlighted in Digital Citizenship programs, but in tradition-bound K12 education, we often deride social media as trite or ineffective.
Michelle Stanford

Ten Things Your Administrator Needs to Know as the School Year Begins | Knowledge Quest - 7 views

knowledgequest.aasl.org/-needs-know-school-year-begins

shared by Michelle Stanford on 11 Aug 16 - No Cached
  • Michelle Stanford on 11 Aug 16
     
    10. That you are a teacher who teaches not content but process. You teach children to be information literate, digitally literate, media literate, and visually literate. The skills that you teach, the dispositions that you help children to develop, the responsibilities... Read More ›
Jennie Bales

8 Ways to Boost Your Creativity With Technology - InformED - 5 views

www.opencolleges.edu.au/...ys-boost-creativity-technology

creativity digital literacy technology ICT INF532

shared by Jennie Bales on 01 Jul 17 - No Cached
  • Jennie Bales on 01 Jul 17
     
    Creativity is quickly becoming one of the most highly valued traits of the 21st century, and according to a 2016 report from the World Economic Forum, it's one of the top three skills employers will be looking for by 2020. Given its increasing importance, you might be wondering whether there is anything you can do to foster creativity. One tool we all have at our disposal but perhaps don't always use as effectively as we could is technology.
Jennie Bales

Trends shaping education - Teacher - 6 views

www.teachermagazine.com.au/...trends-shaping-education

trends education future 21C knowkedge technology ETL504 change leadership

shared by Jennie Bales on 06 Mar 19 - No Cached
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  • Jennie Bales on 06 Mar 19
     
    A look at trends and global directions to inform education. Continuous learning is on the agenda well and truly beyond formal years of education. It is estimated 30% of our working day will be spent learning. Longer working lives and changing skills increase this need.
Jennie Bales

Students, Computers and Learning - Books - OECD iLibrary - 5 views

www.oecd-ilibrary.org/...-and-learning_9789264239555-en

ETL504 leadership digital literacy education 21C teacher librarian ICT digital divide change

shared by Jennie Bales on 24 Sep 15 - No Cached
  • Jennie Bales on 24 Sep 15
     
    Are there computers in the classroom? Does it matter? Students, Computers and Learning: Making the Connection examines how students' access to and use of information and communication technology (ICT) devices has evolved in recent years, and explores how education systems and schools are integrating ICT into students' learning experiences. Based on results from PISA 2012, the report discusses differences in access to and use of ICT - what are collectively known as the "digital divide" - that are related to students' socio-economic status, gender, geographic location, and the school a child attends. The report highlights the importance of bolstering students' ability to navigate through digital texts. It also examines the relationship among computer access in schools, computer use in classrooms, and performance in the PISA assessment. As the report makes clear, all students first need to be equipped with basic literacy and numeracy skills so that they can participate fully in the hyper-connected, digitised societies of the 21st century.
  • Yvonne Langford on 26 Sep 15
     
    Thanks Jennie, I have just come home from travelling in Asia and I heard them talking about this study in the media. I was thinking I'd have to look it up when I got home but you have saved me the effort. Thanks
Judy O'Connell

School Leaders: Guiding Teachers into the Digital Age - 19 views

www.schoolleadership20.com/...o-the-digital-age-by-anne-o-br

leadership teachers digital curriculum digital literacy

shared by Judy O'Connell on 28 Mar 13 - No Cached
  • Judy O'Connell on 28 Mar 13
     
    "As we move deeper and deeper into the information age, more and more professional learning will occur digitally, and that professional learning will be more and more dedicated to digital learning for students. If a school leader is unable to create a digital culture, his or her school will struggle. While individual educators can develop the skills necessary to help students succeed in the new economy, if that capacity does not spread throughout the school, and if the school lacks the tools needed for teachers to effectively instruct in the digital world, ultimately, students will suffer."
Jennie Bales

Writing Our Way Into Inquiry and Presearch | DMLcentral - 4 views

dmlcentral.net/...-our-way-inquiry-and-presearch

collaboration cooperative planning and teaching inquiry information literacy information skills ETL504 ETL401 teacher librarian

shared by Jennie Bales on 29 Mar 15 - No Cached
  • Jennie Bales on 29 Mar 15
     
    Buffy Hamilton shares a pre-research strategy employed with Year 11 students and demonstrates how the TL can undertake a lead role in curriculum planning and delivery around information literacy and inquiry.
Jennie Bales

How to Teach Internet Research Skills | School Library Journal - 13 views

www.slj.com/...teach-internet-research-skills

research information literacy ETL504 digital literacy internet searching

shared by Jennie Bales on 18 Sep 17 - No Cached
  • Jennie Bales on 18 Sep 17
     
    With mobile connectivity so pervasive, it's not surprising that app-based interfaces and searching strategies are dominating research methods, especially for always-connected youth.
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