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nickyforest

Conducting Research-based Projects in Elementary Grades with Safety in Mind -- THE Journal - 1 views

  • elementary school students choose to conduct research for school projects.
    • nickyforest
       
      How elementary school students choose to conduct research is a big question mark.
    • nickyforest
       
      A great article on elementary school student research.
  • Fortunately, there are best practices for teachers to adopt and safe websites for learners to visit, which she shares here with THE Journal.
  • Did the students have a list of safe sites to use for their research, appropriate for their grade level
    • nickyforest
       
      Students did not have a list of approved websites that were appropriate for their use.
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  • She and her mom were proud that she had done her own research. When she said that she got her information from Wikipedia, I suggested that she might wish to include her source on the project, but she did not want to. She did not know if she would be presenting the project to her classmates.
    • nickyforest
       
      Research from a 3rd grader was done using only Wikipedia and that was not cited on her research project.
  • My concern was not just about the credibility of using Wikipedia for academic purposes. The reading level was too advanced for a typical third-grader. Researchers (Anderson, 2012) have found the overall readability of numerous Wikipedia articles too difficult for many readers.
    • nickyforest
       
      Wikipedia is not written at a 3rd grade level, or for any elementary student for that matter.
  • How is the research process introduced to elementary students, particularly for using the internet? Are learners provided an age-appropriate online tutorial? Is there a standards document indicating skills that students should be developing in elementary grades for using technology to conduct research?  What guidelines/templates are students provided for developing their projects? Are they provided a checklist/rubric for how projects would be graded? Who sees their projects?  How do you make parents aware that their children will be doing internet research and that their children’s “online safety” has been considered?
    • nickyforest
       
      What are the guidelines for elementary school student research. These six questions were asked of teachers in two different states.
  • elementary learners can hop on the Research Rocket at the online portal Kentucky Virtual Library: How to Do Research and find an interactive and engaging tutorial designed just for them. Content might also benefit classroom lessons and discussions, particularly in K–2 when
    • nickyforest
       
      School districts in Kentucky have a virtual library where students can learn about how to do research.
  • ibrary media specialists in the School District of New Berlin (WI) developed a series of research guides and templates, organized by grade-bands. Templates for grades 4 to 6 combine a checklist or rubric.  Lankau, Parrish, Quillin and Schilling (2004) developed the Research Project Guide: A Handbook for Teachers and Studentsfor Humble Independent School District in Texas.
    • nickyforest
       
      LMS staff in Wisconsin and Texas have organized templates, rubrics and checklists to help students with their research.
  • Symbaloo, a social bookmarking tool, for this purpose. The Elementary Research Guide focuses on the Super 3 and Big 6 research models for grades K–2 and 3 to 5, respectively. Presentations on the Super 3 and Big 6 models, posted on Slideshare.net, illustrate that educators value both models.  
    • nickyforest
       
      Resources for research projects also include Symbaloo, Super 3 and Big 6 which are readily available to students and teachers.
  •  
    Some real examples of research done wrong while highlighting how much research skills need to be taught, starting in elementary school.
Adam Deyo

Educational Leadership:Supporting English Language Learners:From the Ballot Box to the ... - 0 views

  • Opponents of the anti-bilingual-education measures see bilingualism as a social, economic, cultural, and academic advantage for first- and second-generation immigrants. They do not see bilingualism as an obstacle to societal integration of new immigrant populations; on the contrary, they believe that students who study and learn in two languages and become fully proficient and literate in their home language and in English can enjoy the richness and values of two linguistic systems and two cultural traditions that complement and enhance each other.
  • In fact, sociological and educational research supports the notion that immigrant students who retain their bilingual skills and their ties to their parents' culture of origin are more academically successful and socially well-adapted in the long term than their peers who become English monolinguals (Portes & Rumbaut, 2001). These researchers concluded that "forced march assimilation" policies for educating immigrant youth are counterproductive.
  • It is left up to educators to sort out myth from reality.
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  • School administrators and teachers grappling with the often confusing and contradictory premises of these popular initiatives can draw on three useful sources of information: (1) meta-analyses of research studies regarding program effectiveness and instructional practices that support and enhance achievement, (2) studies of the initiatives' effect on English language learners' English language acquisition and academic achievement, and (3) databases that compile language assessments administered to large populations of English language learners over time and across grade levels. Several myths about the instruction of English language learners do not stand up to scrutiny when examined through the lens of this research base.
  • The "One-Size-Fits-All" Myth
  • Schools throughout the United States use a variety and range of theoretically sound programs to meet the needs of their specific populations of English language learners, who vary in demographic and linguistic characteristics.
  • For instance, bilingual programs are appropriate and effective in schools that serve concentrations of students who use a common native language
  • In many schools, however, English language learners speak a number of different native languages; such schools often use English as the common language of content-area instruction. Therefore, some state agencies and language-minority educators advocate a mix of services and program types in response to each school district's demographic mix—an approach that contradicts the state laws requiring a default model of sheltered English immersion
  • The "Language of Instruction" Myth
  • But according to Education Week, cumulative and comparative studies based on National Assessment for Educational Progress (NAEP) scores suggest that statewide mandates limiting bilingual education in California, Arizona, and Massachusetts have produced "less-than-stellar" results (Zehr, 2008, p. 10).
  • Proponents of the ballot initiatives mandating sheltered English immersion argue that bilingual education is the reason for low levels of English proficiency among immigrant students—especially Latinos, the group served by the vast majority of the bilingual programs.
  • (Parrish, Pérez, Merickel, & Linquanti, 2006). The study found that students participating in English-only education programs had no statistically significant advantage in terms of academic achievement over those in bilingual education programs that parents chose through the waiver process under the law.
  • Thus, ballot initiatives have not realized their goal of improving English language learners' academic achievement.
  • In denying the injunction against the implementation of Proposition 227, the U.S. District Court in Valeria G. v. Wilson (1998) ruled that structured English immersion was based on delivery of English language and content instruction that was "sequential" rather than "simultaneous."
  • This focus is based on the belief that the "problem" facing these students is essentially a "language problem.
  • K-12 Program Continuity and Coherence Programs for English language learners must be proven models with a demonstrated track record. Programs must have long-term goals and continuity in the curriculum as students move up through the grade levels. As students' listening, speaking, reading, and writing skills in English grow, the focus of instruction should shift, and instruction should be differentiated according to students' language levels (Mora, 2006). Differentiating the curriculum in this way requires monitoring students' progress toward performance benchmarks in English language proficiency, literacy, and content-area learning (Gottlieb & Nguyen, 2007)
  • Targeted Professional Development Educators must view the education of language-minority students as a shared responsibility. Teachers must have ample professional preparation in how to use appropriate curricular materials and teaching strategies to promote English language learners' achievement. Both new and experienced teachers need intensive professional development above and beyond the teacher education coursework required by the state credential and certificate programs. For example, teachers should be knowledgeable about second-language acquisition and cross-linguistic transfer so that students learning in their second language can capitalize on the commonalities in literacy with their native language, regardless of whether their instruction is in dual languages.
  • Local school districts must have the freedom and support to establish sheltered English immersion programs and/or bilingual education programs depending on community values, parental choice, and available resources. Policies must allow flexibility in use of students' native languages—especially for development of literacy skills. In states with anti-bilingual mandates, local jurisdictions should apply liberal and open interpretation of petition and waiver requirements to support parent empowerment and involvement in program selection.
  • Research-Based Policies to Replace Politically Based Policies
jessvanorman

Empowering teachers to implement technology-driven educational programs | ISTE - 1 views

  • that everyone is working at the appropriate level of understanding, allowing students to construct learning and providing learning in easy-to-digest nuggets. Those principles will also help build effective professional development.
  • Start by assessing the basic technology and technology integration skills of the entire teaching staff. Include open-ended questions in your assessment tools to get richer responses than multiple choice would. Try to ascertain which members of your teaching staff need training on specific technology tools or techniques and determine which are comfortable using technology but need more help integrating it into instruction.
  • Make sure your in-person training sessions include ample time for teachers to use the technology
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  • Even more than selecting the right devices for the classroom, professional development is the key ingredient in successful 1:1 computing programs in K-12 classrooms.
  • that everyone is working at the appropriate level of understanding, allowing students to construct learning and providing learning in easy-to-digest nuggets. Those principles will also help build effective professional development.
    • jessvanorman
       
      Differentiate for your teachers!
  • wever, the nationwide survey of K-12 teachers revealed that while schools are putting more technology into classrooms, not enough is being done to ensure that teachers know how to integrate it into their lessons. Six in 10 teachers feel they are inadequately prepared to use technology in classrooms, according to the survey, and those over 43 express less confidence in their ability to harness technology effectively.
  • Next, design training to fill in gaps and give teachers what they want. Ensure that each session is designed to be self-contained so that teachers can choose to attend workshops only in the areas where they need extra learning.
    • jessvanorman
       
      This happens too often- where only a few need the training, but all need to attend. So important to make sure teachers get what the NEED not what is being forced.
  • This will help your teachers process information without overwhelming them. Follow-up materials, such as online tutorials, help sheets or short videos will allow them to review the training on their own if they do forget how to do something.
kelseynudd

Leadership Styles in Education - Graduate Programs for Educators - 2 views

  • There are any varying styles that are appropriate in different situations or with diverse groups of people. There are also many different positions in education that require leadership.
  • a school leader helps teachers and students achieve and perform to the best of their abilities.
  • Leadership has a significant impact on the school because the style sets the tone for the entire building
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  • Collaboration is crucial in the education realm.
  • . School leaders serve the students, parents, and teachers of their school community by constantly seeking ways to improve the educational experience for all.
  • ffective school leaders resist any barriers to success by having high expectations for every student.
    • kelseynudd
       
      applys to teachers
  • great school leaders are constantly searching for ways to improve
    • kelseynudd
       
      applys to everyone in the building
  • They use this data to seek news ways to help students achieve constantly.
  • When educators collaborate, research shows us that great things happen
    • kelseynudd
       
      I wish schools allowed teachers to collaborate more in orderto solve problems.imagine how well the school would run (if everyone would get along)
  • Educational leadership cannot be lumped into the same molds as leadership styles appropriate for businesses and governments.
  •  
    Not sure why you can see all my highlights, but enjoy! Here is my description ( I wrote it in the description section but it is not showing up here…) This article explain the leadership styles and how they seen under an educational lease. When reading other articles, I had a hard time trying to connect them because they were written from a business aspect. This article gives some good thought into our our system in run and how us as school leaders can influence change for the better.
  •  
    I like how the article acknowledges that educators are unique and that even each situation is different. That is real and powerful knowledge that leadership styles and approach needs to be strategic and flexible while being sensitive to situation and time.
lstormvt

Education World: Keyboarding Skills: When Should They Be Taught? - 0 views

  • Most research supports starting students on formal keyboarding around grade 4,
  • We encourage students to pretend there's a line down the middle of the keyboard and to keep the right hand to the right of the line and the left hand to the left. We also encourage them to type with more than one finger because they may tend to use just the index finger. For later instruction, it's good for students to develop the habit of using more than one finger early on."
  • "If you combine keyboarding with letter-recognition and hand-eye coordination activities in grades K-3, then you provide a developmentally appropriate skill that helps reinforce classroom learning and develop fine motor skills,"
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  • "the four:" sitting up; having feet in front, on the floor; looking up more than down; and using the home row keys.
  •  
    Some very practical advice for integrating keyboarding as supporting academic/developmental skill instead of displacing them. Teaching tips, things to watch out for.
stephanie karabaic

Education World: Think Before "Send": A Lesson in Digital Responsibility - 0 views

  •  
    "Sexting" and other digital shenanigans are not just child's play. Adults need to set the proper tone with their own behavior.
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  •  
    "Sexting" and other digital shenanigans are not just child's play. Adults need to set the proper tone with their own behavior.
  •  
    "Sexting" and other digital shenanigans are not just child's play. Adults need to set the proper tone with their own behavior.
  •  
    "Sexting" and other digital shenanigans are not just child's play. Adults need to set the proper tone with their own behavior.
stephanie karabaic

Digital Citizenship - 0 views

  • Digital Citizenship
  • is a way to prepare students/technology users for a society full of technology. Digital citizenship is the norms of appropriate, responsible technology use.
  • Whether it is called digital citizenship, digital wellness or digital ethics the issues are the same; how should we act when we are online, and what should be taught to the next generation.  With the growth of Bring Your Own Device (BYOD) and 1:1 initiatives in schools there is a need to talk about responsible use of technology
  •  
    All about students and digital citizenship.
Nathan Gingras

Five Steps for Implementing a Successful 1:1 Environment | Edutopia - 1 views

  • Step 1: Define the Goals of your 1:1 Program
  • Step 2: Define the Role of the Device in Your Classroom
  • Step 3: Model How to Harness the Device's Power
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  • Step 4: Put It Away When Appropriate
  • Step 5: Teach, Model and Support Information Literacy
  •  
    This article highlights five important steps for a successful 1:1 implementation.
Nathan Gingras

7 Characteristics of A Digitally Competent Teacher - Edudemic - 1 views

  • You can integrate digital skills into daily life. If you can shop online, you can teach online. You have a balanced attitude. Digital isn’t everything. You’re a teacher, not a techie. You’re open to using and trying new stuff. You can find digital tools, so can your kids. What matters is if they work. You’re a digital communicator. You can use email and social media with ease. You know the difference between things like a tweet and a DM. You know how to do a digital assessment. You’re a sound judge of the quality of information, apps, and tools. You understand and respect privacy. You treat personal data with the respect it deserves. You’re a digital citizen. You know how to behave online appropriately, legally, and in socially responsible ways. And you’ll pass it on to your pupils.
stephanie karabaic

How Can we Embed Digital Literacy in the Classroom? - Purposeful Technology-Constructin... - 0 views

    • stephanie karabaic
       
      Turning passive learners into active learners using technology tools and changing the paradigm is essential! With that comes the teaching not only of the tools, but proper use of the digital tools, which is like an open door to the world, once posting, its' out there-huge responsibility to teach the proper use and dangers that lurk!
  • CCCS Reference to Technology by Grade Levels
  • College and Career Readiness Anchor Standards for Reading (6-12):
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  • Production and Distribution of Writing (6-12):
Jill Abair

10 Great Digital Citizenship Lessons from Google ~ Educational Technology and Mobile Le... - 1 views

  •  
    July 15, 2014 Digital citizenship has a central place in teaching curricula.It is through educating kids on the appropriate ways to use, navigate, interact,create and share web content that they develop the skills necessary for thriving in a knowledge economy.
jessvanorman

Technology Infused Professional Development: A Framework for Development and Analysis -... - 0 views

  • learning is both an active and a social process
  • learning is both an active and a social process
    • jessvanorman
       
      Learning is active, requires doing, could learn a lot in a PD session where teachers just CREATE or DO things with tech they could actually do in their classroom.
  • Second, professional development must be developmentally appropriate. No two teachers are the same in their knowledge of content, instruction, and students, or in their experience in applying that knowledge to the classroom. Teachers must be supported at their current position on the journey from novice to expert. Professional development must start with the teacher and build on her/his current concept of teaching and learning and his/her goals and needs.
    • jessvanorman
       
      Knowing this- how could we differentiate professional learning for teachers? How could we create tech PD that'd be meaningful to all- google surveys?
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  • Finally, professional development must allow teachers to take charge of their own professional growth. Teachers are professionals, not skilled laborers. Like all learners, teachers will only be impacted by those ideas in which they deliberately chooseto engage. Teachers must be afforded the respect to set their own course of development and be encouraged to actively monitor their own progress.
    • jessvanorman
       
      Give choice- a menu of tools so people can choose what they are learning? A menu of skill levels to choose from too?
  • Of particular importance is the role of collaboration in professional development. In nearly all studies of professional growth and change in classroom teaching, the presence of other colleagues who are attempting to do the same is the most consistent predictor of success
    • jessvanorman
       
      People learn together and grow together, but also learn from each other. This needs to be implemented in our tech PD.
  • Third, professional development takes time. The advantage of thinking of teaching as a skill is that training can happen quickly, often in the matter of weeks.
    • jessvanorman
       
      It'd be great to have sessions that we can learn something... go try it... then come back and practice/reflect to keep learning with the tech/new tools.
  • Perhaps the best way to take advantage of the opportunities available through technology-mediated professional learning is to integrate e-learning into a balanced professional development program that combines formal face-to-face learning experiences optimally followed by online and one-on-one support, “just in time” training and development, and collaborative work on those tasks that most directly influence the quality of teaching and learning
    • jessvanorman
       
      In face learning, with tech tools- could possible set up a Google Classroom "Forum" for teachers to ask questions and get further help when they are using the tools after PD. A please to drop questions and get support from "expert teachers."
jessvanorman

What's Involved in Technology Planning? | ECLKC - 1 views

  • Technology planning is a process. TechSoup has broken it down into seven phases.Establish leadership and support. Assess your resources. Define your needs. Explore solutions. Write the plan. Get funding. Implement the plan.
  • Your organization's technology vision (together with a brief section about the current state of technology in your organization) can take the form of an executive summary. How will technology further your organization's mission? What is your long-range vision for technology use? While this isn't necessarily an essential part of the plan, this section can give an overview of your technology goals as they relate to your organization's mission.
    • pjspurlock
       
      What is the tech vision for GMUHS? How can this apply to us?
  • Taking your hardware and software inventory may be the most well-defined part of technology planning. As a result, you have more options for how to get it done. If someone on staff has even a minimal knowledge of hardware and software vocabulary, you may well be able to do it in-house. Is there someone who knows how to find out the processor speed of a computer?
    • pjspurlock
       
      Is there a better way for us to take inventory of what we have?
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    • jessvanorman
       
      In digging into my district tech plans I found we have not updated ours since 2012! This was shocking to me. This clear timeline of how to write and implement a plan will be very helpful in our writing of a new plan.
  • Whether or not you seek outside help, however, educating your own technology team is crucial to a successful plan. In order to understand the options a consultant presents to you, you need vocabulary and basic concepts. The content areas of TechSoup are a good place to start.
  •  
    This is from the US. Dept of Health and Human Services but talks about, "Technology planning is a process that takes time and resources in order to understand what is appropriate for staff and the organization. Program directors and their management staff may use this resource to further their understanding of what is involved in technology planning." While HeadStart is under this government branch and the terms don't completely line up with education lingo, it makes some great points that ISTE also mention.
forbes1977

7 Highly Successful Leadership Styles - Think Strategic for Schools - 0 views

  • The Coaching Style or “Try this” develops people for the future and builds on developing others, empathy and self-awareness. This approach helps employees improve performance and develop long-term strengths. A school building leader program or school leadership conference would be in line with this leadership style.
  •  
    I did not think of "coaching" as a leadership style. But this is very appropriate, I think.
njgordon33

11 Powerful Traits Of Successful Leaders - 9 views

  • most leadership traits can be learned and sharpened with time and practice.
  • 11 must-have traits
  • Self-managing means being able to prioritize your goals and being responsible for accomplishing those objectives.
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  • handling stress and balancing their personal and professional lives
  • importance of compassion
  • espond to people and events in an appropriate way.
  • self-control and discipline in your actions
  • cultivate strategic thinking
  • curious and genuinely interested
  • flexible in your mindset
    • pwarmack
       
      "growth mindset"
  • Focusing on the future
  • positive outlook
  • able to clearly and succinctly explain to their employees everything from organizational goals to specific tasks.
  • one on one, to the department and to the entire staff, as well as via phone, email and social media.
  • being approachable and involving people from different levels.
    • pwarmack
       
      YES! Expanded circle of influence and influencers
  • hold themselves accountable and take responsibility for their own mistakes—and they expect others to do the same.
  • et clear goals and be determined and purposeful in achieving them
  • unshakable self-confidence
  • radiate enthusiasm
  • If you give up, so will everyone around you. To be a successful leader, you must be willing to keep going when others are tempted to throw in the towel.
  •  
    An eleven-item "action list" of traits to develop for effective/powerful/successful leadership. Identifies each trait and why it is a "must-have"
Wendy Chaffee

To Teach Digital Citizenship Effectively, Educators Say It's Time to Unblock Social Med... - 0 views

  • schools have an obligation to teach students how to use social media responsibly.
  • hen you are filtering out legitimate websites and some of the social media sites, you’re taking away the chance to build capacity for students to use them effectively and responsibly,”
  • f you remove the chance for those websites to be used in school, then where are we developing those responsible habits for our students? How can we have an impact on developing digital citizenship skills?”
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  • Social media is already a part of their frameworks as teens. They are all into it. If we block it, we have no chance to educate them on it
  • We run personalized learning over here, and a part of the norms our kids have created for themselves is listening one earbud in one earbud out, but still focusing on what our content is,
    • Wendy Chaffee
       
      Teaching/using social media and digital citizenship to tie in personal learning... research, discuss and report out.. this can be SO powerful!
  • When I was growing up, I had a textbook, and we still got off track. The medium doesn’t change what a middle-schooler does or doesn’t do. We have to be ready as educators to redirect as needed and support students throughout the learning process,
    • Wendy Chaffee
       
      a good point, but also needed, is teaching them how to use it appropriately
Emily Wood

What does research really say about iPads in the classroom? | eSchool News - 0 views

  • would like to use iPads meaningfully in their classrooms, they can’t because of time, access, and training
  • very few of her school’s teachers were using iPads in the classroom beyond the usual Friday afternoon fun time and as a reward for being “good.”
    • Emily Wood
       
      This is the current use of our limited number of iPads.
  • time to “play” on the iPads
    • Emily Wood
       
      Free Space like the Heath's proposed in their book.
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  • Working with mentor teachers, we found that they had an assumption that young student teachers would naturally know the latest and greatest. The truth is that some do but many don’t, so training is essential!
  • They became models for the classroom teachers
  • All classes in our research site were inclusive with a diverse community of learners at every grade level including students with IEPs, 504 plans, autism spectrum disorders, and English language learners.
  • made the mistake of assuming the kids would immediately know how to use the technology in an appropriate way.
  • Success was more attributable to the fact that teachers who integrated iPads into their lessons tended to do more Project Based Learning (PBL), which has been found to improve student learning across grade levels (Cheu-Jay, 2015)
    • Emily Wood
       
      This fits one of my change visions from my destination postcard: more PBL!
  • the hard-to-reach, reluctant, oppositional Edwards all became engaged when introduced to opportunities that the iPad gave them.
  • students enjoy learning and stay more focused when using iPads
  • with a little hands-on support, created technology-rich lessons with a minimum of training or professional development. The bottom line was that when we mixed training with support we created a successful and innovative learning experience for teachers and their students.
Hannah Fjeld

Children's Internet Protection Act (CIPA) | Federal Communications Commission - 0 views

  • as required by the Protecting Children in the 21st Century Act, they must provide for educating minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response.
Hannah Fjeld

IIBG: Acceptable Use of Electronic Resourcse & The Internet (rev. Oct. 2012).pdf - Goog... - 0 views

  • In addition, the Superintendent or designee shall ensure that Supervisory Union schools are educating minors about appropriate on-line behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyberbullying awareness and response.
  •  
    RNESU electronic resources policy
pwarmack

Microsoft Word - expert_report_final.doc.pdf - 0 views

  • The need for the curriculum to be embedded into the academic curriculum was mentioned by almost all experts. The idea that information literacy could or should be taught in isolation from an academic discipline was not advocated.
  • Collaboration between academics, teachers, learning developers and librarians, not only in terms of drawing up the curriculum but also teaching it, was suggested.
  • Academics are involved in developing a curriculum to meet the University’s learning and teaching strategy, assisted by librarians and educational developers. The academics are embedding it in the curriculum with advice from the librarians. This means that students don’t see something separately labeled “information literacy” as opposed to academic learning.
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  • . should be embedded within the core subject discipline curriculum so that examples can be course specific and that info lit can be made apparent at point of need and not as a separate (and poorer) cousin.
  • to allow different teachers to adapt the curriculum to their own teaching style.
  • I believe information literacy has to be context‐sensitive both in subject but also individual experience.
  • he need to build on knowledge over time and to ‘scaffold’ the learner with greater levels of support in their first year or at critical points in their career was highlighted. However,it was important for the curriculum to be coherent and to ‘fit together’ and as one expert said:
  • No longer should the library be trying to sell its resources as part of information literacy instruction. Rather than focusing on resources, IL instruction should be focusing on habits of mind. Librarians’ role as a guide through the information landscape should not be touted but demonstrated.
  • The IL curriculum needs to consider the whole students information experience – skills are just one aspect.
  • Collaboration between different groups of staff was considered to be extremely important in terms of the successful implementation of any information literacy strategy or curriculum.
  • student‐centred approach’.
  • experts were clear that information literacy should be timed to happen at the point of need, but also that it should extend beyond simple induction.
  • Effort needs to be made to embed IL into the curriculum at later stages as well.
  • scalable approach.
  • Collaboration between library staff and academics was widely advocated, with many experts recognizing the role that learning developers, IT staff and also students could play.
  • work together to integrate it into the learning experience.
  • Many experts felt it was critical to the success of a programme that an audit of student abilities was carried out at the outset, to help better understand the needs of the students and any gaps in their knowledge. It would also help in planning more meaningful sessions, as otherwise itwas very easy to make assumptions about what students might know
  • the concerns of the different stakeholders were considered.
  • For students the key is to make them see that IL expertise will improve their grades. Students will respond to this most of all. There is some evidence that the term ‘information literacy’ has no currency with students (maybe not academics either), so while we can use it to coordinate efforts within the library, avoid using it externally. We need to show how the library adds value ‐ and increases marks.
  • Librarians are no longer seen simply as gatekeepers of information, but partners with faculty helping to facilitate learning.
  • The experts talked about a reluctance by some librarians to regard teaching as part of their role and a lack of confidence around more discursive teaching techniques
  • there is a danger ofconfusing IT awareness with information literacy.
  • the digital natives literature has vastly over‐rated info skills of young people, and also they may think they have better skills than they do. At the same time you have to appreciate that some students will be highly skilled online and any introduction that begins at too basic a level will put them off.
  • Experts agreed that independent learning and information literacy were closely linked: Information literacy creates an independent learning style which can become a self sustainable habit thorough life which must surely be considered as a desirable graduate attribute.
  • Experts were unanimous in the need to include evaluation skills in the information literacy curriculum.
  • Rather, it emphasises the need for students to appreciate a wide range of resources used by researchers in their field, although some of those described below might be valuable for students in a variety of different academic disciplines.
  • intense, deep research skills are lacking. Being able to find not just "good enough" sources but the best sources is critical.
  • Many librarians might traditionally regard managing information as being solely about bibliographic management, but file management, management of web resources and also developing an understanding of how to keep up to date, should form a fundamental part of the curriculum.
  • Traditionally this might include an understanding of plagiarism, and citation and referencing techniques.
  • Sharing information appropriately also forms part of the ethical use of information.
  • The need to present like someone on TED talks. Is presentation an information literacy skill? It's a digital literacy skill. Being literate in the tools, modes and reach of your presentations (slideshare, podcast, recording and rights.)
  • I don’t know howyou get across to people that it’s not simply about finding the answer, it’s finding your voice to make a valid answer.
  • Managing your online identity, web presence or ‘digital footprint’
  • rodusage ‐ not a consumer but not a producer either ‐ ideas of production and consumption are pre‐internet concepts. Forces of publication/dissemination now much more wide‐spread, democratized. “Produsers” produce and use at the same time. IL is beginning to sound a bit stale
  • I suppose the idea of synthesising information from different sources – students really struggle with this ‐ the ideasof looking at two different sources and evaluate them – even if its not evaluating for quality, they might both have different opinions about something. Compare and contrast – that idea.
  • Part of it is developing citizens that are aware and socially conscious ... being an information conscious person and an IL person when it comes to elections and major issues like a referendum.... It’s ina much broader sense we are talking about when we talk about IL.
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