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MILI Intro 2013-2014

MILI Intro 2013-2014






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  • We provide this expertise and training free to MPS and other districts who collaborate with us. The district provides the incentives/credit….
  • In MILI we focus on the first three of these
  • There are few situations or jobs that do not require information and the ability to apply it.Translitercy is a term that has come into vogue lately—encompasses all types of
  • Content is very broad—phone videos, blogs, yelp reviews along with the more formal traditional types of content creation
  • And therefore—limit their lifelong ability to question, evaluate, and use information in any form
  • Let’s set the stage
  • Old web to new web---more dynamic, more interactive, very wide and very deep (long tail), Social web+Web2.0
  • No real definition, but as Web and data evolve we will see further changes.Slower to come but more widely/quickly acceptedNo more need for print calendars, for example. Life in your pocketWorldCat and Google Scholar for example
  • What changes have we seen in school—and how quickly and well integrated?What was our technology—pencils? Fountain pens? Carbon paper? Mimeograph machines? Slide rules?Classroom was the world—what happened in the classroom stayed in the classroom (unless the teacher called your mom about discipline)Often the first “out of family” experience for kids
  • You can play on the computer when your work is done--Oregon Trail!Technology as an end in itselfFocus on programs—Word, PPT, ExcelPhotocopiers
  • Easier to question authority and support questions with informationOnline content online delivery online creation online sharingiMovie, GarageBand—sophisticated creativity tools in almost everyone’s handsPost your creations on the Internet—a global authentic audience willing and able to tell you what they thinkParents are well-connected, too
  • Typewriters in the 30sTelephones!Readers Guide since about 1901Gentile, refined places—although not really because Carnegie libraries were founded for the “working class”
  • Librarians teaching Dewey and using card catalog—subject headingsResources in school or college or public libraryEarly adopters of technology for things like ILL and cataloging and organizing & retrieving information
  • Same characteristics as classroom 2.0 access and learning everywhereCollaboration and cooperation in information creation and information deliveryLibrarians are needed now more than ever to help users navigate the vastness of information availableGoogle replaced ready reference—when, who, where—but librarians needed to guide users to the whys and hows of finding and using information 7 letter word for umbrella=parasol. Who was in 1932 world series=Yankees & Cubs
  • Still learning the power of personal devices in schools and librariesByod programs—iPads, iPods, iPhones, smartphones, tablets really allow learning everywhereWe need to direct that learningBut we know the power ofiPads in creating personal learning environments that allow teachers, students, families to create a personalized curriculum/experience for every child Heavy use in special ed for communication, learning…
  • Authentic audienceLearning everywhere
  • Flipped classrooms expand our reach—more time to deliver content, more time to differentiate lessons and learning, more time for hands-onMILI using the flipped model for 5 or so years—webinar, f2f, hands on, support via chat/email and other methods.
  • Email, Google Drive (docs), Facebook, Twitter, SmartphonesConnected 24/7It is not “bad”—learn to use the tools to enhance your life
  • Yelp, Zagat other review sitesFlickr, Picasa, photo sitesBlogger, WordpressE-democracySupplying the framework for users to input the content—they are not creating the content
  • iPads—eg larger presonal devicesBYOD model—often phonesCloud spaces for collaboration—Google Drive (aka Docs), Moodle, otherMany games develop the skills we want to teach—problem-solving, collaboration, economics, creativity, higher order thinking skillsPersonal learning environmentsways to support self-directed and group- based learning, designed around each user’s goals, with great capacity for flexibility and customization. PLEs are conceived as drawing on a variety of discrete tools, often chosen by the learner, which can be connected or used in concert in a transparent way. Using a growing set of free and simple tools and applications, such as a collection of apps on a table
  • No longer can we be expected to remain unchallenged in what we say—we can be contradicted and corrected easily Gaming culture, parenting styles, level of independenceUse pf Facebook and other social tools not translating into using Web 2.0 tools in research and productivity—there is still the mindset that computers are for “play”—they need to be taught how to use the tools for organizing their research and displaying their conclusions and products
  • In the 4 or so years before they get to you
  • And what do parents expect? Traditional teaching? Hybrid? Tech-based? No screen time--
  • We can debate whether or not this is “good” but that doesn’t change reality—they want to be digital learnersHow do we teach what students need to know in this new interactive environment.Do they need to memorize facts when they can just do a quick Google search? Or do they need to know what those facts mean in context of history, geography, math…
  • Wi-fi enabled devices—iPads, phones, netbooks—and ubiquitous free wifi at public and academic libraries not to mention at public libraries and commercial spaces McDonalds, Starbucks, Panera and the various Minneapolis hot spots=learning everywhere in almost any space
  • Some estimates say that by 2014 more than 22 million post-secondary students will take courses online—double the number today. Only about ¼ of total students will take all classes F2FIn Minnesota, by 2014 all teachers must be prepared to teach online courses, hybrid courses…
  • Even though they are starting at a young age using technology—most 3 yr olds are not writing long form blog posts. A lot of that activity is monkey see, monkey do. If you sat around gazing at a Speak n Spell or that animal sounds toy, they would want to do that, too. Still parents are using these tools to engage & entertain their children. But tha play doesn’t translate into being an expert in anything beyond the mechanics of swiping or pinching…or knocking down the pigs in angry birrdsBut we do know that older students do use technology—a lot
  • No longer can we be expected to remain unchallenged in what we say—we can be contradicted and corrected easily Gaming culture, parenting styles, level of independenceUse pf Facebook and other social tools not translating into using Web 2.0 tools in research and productivity—there is still the mindset that computers are for “play”—they need to be taught how to use the tools for organizing their research and displaying their conclusions and products
  • We know a lot about how students seek information from various research studies. Recent study of Illinois college students showed that 75% of students could not perform a “well-executed” Google search.College Libraries and Student Culture: What We Now Know5 colleges
  • A lot of info here on how college students do research for class and for every day life. Does show that students struggle with research in college—you can help prepare themPulling out two tables related to MILI content
  • eight in 10 of the 8,353 respondents reported having overwhelming difficulty even starting research assignments and determining the nature and scope of what was expected of them.Nearly half of the students in our survey sample experienced nagging uncertainty about how to conclude and assess the quality of their research efforts. They struggled with the same frustrating open-endedness whether they were researching something for a college course or in their personal lives.
  • The data counter the argument that most college students aredigital natives and that the majority of them are comfortable with technology to the point ofembracing participatory engaging learning environments.The finding suggests even though students may be heavy users of social networking sites, suchas Facebook, Web 2.0 applications for course research have not yet found their way intostudentsʼ research repertoire—yet. Recent research suggests that this trend is very likely tochange within the next few years as students demand for digital course work and time-shiftedinstruction inevitably increase.3030
  • Standards that address 21st century skills and information literacy. Summaries of the standards are handouts
  • All the standards, all the skills, all the pieces are focused on the students—defining and teaching the skills they need to succeed now and the future.
  • There is a lot of noise, a lot to learn, A lot of noise and a lot of competition
  • To learn, to share, to try, to play—so you can really understand the concepts and toolsIt is a commit, but one we know pays off
  • To make MILI most effective for the most people
  • The class is based on these expectations and assumptions
  • A project where the student answers a question that emphasizes higher order thinking and they they answer with research using resources from reliable sources and document/present their results/answer. What would happen if… What are the causes of…. What is the best pet for my family…What changes….THIS IS CRITICAL—WE FOCUS ON THE RESEARCH PROCESS. THE TOOLS & CONCEPTS—AND THE ORDER OF THIS COURSE—FOLLOW A PLAN THAT STARTS WITH RESEARCH.
  • Great to have a new tool, but we aren’t about the tool itself—we want to help you use it wisely and productively for yourself and your classroom. The concepts in the research process are valid without the iPad or any computer. Many tools work on iPads and other computers.
  • Download and remove apps, home button, put in folders, find apps that matter, copy & paste, watch flash, use a browser….
  • As they conduct their research. Librarians are your friends--And you collaborate with the school librarian/media specialist in teaching research skills, identifying resources, teaching responsible use.
  • Which opens a world of information and resources. Encourage students get a card.
  • We are not here to convince you to use the tools. You are here because you want more information & experience around the concepts & tools.
  • If you watch the archived webinar, do it before the in-person meeting.
  • On the Ning (teachers lounge) Through your blog posts, two longform blog posts that demonstrate original thinking, application of concepts, real life experience with tools, or other in-depth reflection on MILI, teaching, best practices, technology. This is how your progress is tracked.

MILI Intro 2013-2014 MILI Intro 2013-2014 Presentation Transcript

  • Metronet Information Literacy Initiative An Introduction to a Year Devoted to Research, Reliable Resources, & Responsible Use Minneapolis Public Schools 2013-2014
  • www.flickr.com/photos/39735679@N00/420390416 Metronet • Multicounty multitype library system • One of 7 in Minnesota • Serve libraries of all types with continuing education, networking, and special projects • Metronet Board is committed to the cause of Information Literacy & teaching the skills needed for lifelong learning
  • Metronet Activities History Day @ your library
  • Information is now as infinite as the universe, but finding the answers you need is harder than ever. http://www.flickr.com/photos/10710442@N08/5608109065
  • New Yorker Cartoon Bank http://www.cartoonbank.com/page/home
  • What is Information Literacy? "To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information." The American Library Association’s (ALA) Presidential Committee on Information Literacy, Final Report, 1989 www.flickr.com/photos/66606673@N00/2297933452
  • In the real world… • The ability to solve problems & answer questions using information & technology • An understanding of the ethical/legal issues surrounding the access and use of information https://secure.flickr.com/photos/organised/8830572/sizes/m/in/photostream/
  • Information & Communication Skills • Interpret text, data, media, & more for context & meaning • Communicate concepts, ideas, conclusions… www.flickr.com/photos/66208256@N00/2697847277
  • Thinking & problem-solving • Critical thinking & systems thinking • Problem identification, formulation & solution • Creativity & intellectual curiosity http://www.flickr.com/photos/84959877@N00/144868194
  • Interpersonal & self-direction skills • Lead & follow: collaborative skills • Manage time & information • Accountability & adaptability • Social responsibility www.flickr.com/photos/elsie/8229790/
  • More 21st Century Skills • Global awareness • Financial, economic and business literacy, and developing entrepreneurial skills to enhance workplace productivity and career options • Civic literacy http://www.21stcenturyskills.org/index.php
  • Information Literacy Key to Success • Academic • Work life • Daily life • Lifelong learning
  • Why does information literacy matter? www.flickr.com/photos/49462908@N00/143623934
  • Students are content creators www.flickr.com/photos/81571077@N00/488412425
  • They need traditional & new skills
  • Using new & traditional media
  • To understand their need for information Image: 'Q & A 2.0: Nothing Is Off Limits!' http://www.flickr.com/photos/8727793@N05/2887622999
  • To find & evaluate reliable information
  • To draw conclusions & present information http://www.flickr.com/photos/77136818@N00/1303488559
  • In an ethical way
  • To prepare for post- secondary education and www.flickr.com/photos/27304596@N00/583749159
  • for the global society & economy they will face. www.flickr.com/photos/85966598@N00/204252734
  • And, because . . . We limit students if we do not help them develop and use information literacy skills across the curriculum.
  • NEW WORLD: WEB 2.0, CLASSROOM 2.0, & LIBRARY 2.0 How did we get here?
  • In the beginning of the Web • Static Web sites • Source of information/simple answers • Limited media--photos & illustrations • One-way communication • Needed design & coding skills • Needed proprietary software • Access to a server www.flickr.com/photos/51512551@N00/3359491617
  • Web 1.0 Web 2.0 Read only Read/Write/Collaborate Web as reading platform Web as publishing platform Developer authorship Public authorship Software applications Web as software platform Commercial/Proprietary Open source/shared Static Dynamic Impersonal It knows you and your needs Restricted collaboration Collaborative Short Tail Long Tail Official Releases Constantly versioning—Beta HD as storage platform Web as storage platform Lecture Conversation http://web20meetsstandards.wikispaces.com/
  • Web 3.0 • Portable, personal web • Personalized experiences—Web looks different to each person? • Technology driven • Data driven • Connected data http://www.flickr.com/photos/51607907@N03/5371317884
  • Classroom Was the World • Teacher as authority in all things • Standardized curriculum • Textbooks • Memorization • Cursive • Multiple choice • ―Do your own work‖ http://www.flickr.com/photos/51035655711@N01/1374499
  • Classroom 1.0 • Teacher imparting knowledge • Group work F2F • Desktop computing—one to many • $oftware licenses • Email attachments/Flash drives • Textbooks • Poster board • Little tech integration into curriculum • Oregon Trail • Audience was the teacher & maybe the class http://www.flickr.com/photos/13238706@N00/336448575 http://www.flickr.com/photos/9049083@N04/3895614433 http://www.flickr.com/photos/32598846@N07/4311859547
  • Classroom 2.0 • Knowledge everywhere • Mobile devices • Online learning • Collaboration in the cloud • Online apps for writing, presentations • Multimedia tools • Global authentic audiencehttp://www.flickr.com/photos/36719320@N00/4564521012 • Teacher as guide to using tools & technology • No longer sole source of information
  • Classroom 3.0 • Flipped Classrooms • MOOCs • BYOD • Moodle, Edmodo, et. al. • Personalized learning for all • Independent learning • 24/7 http://www.flickr.com/photos/84387357@N00/4332130338
  • Library Research • Quiet! • Librarians as keepers • Print • Resources limited to what was on hand • Borrowing limits, often by age • Stand alone—few systems http://www.flickr.com/photos/48321464@N05/486875281 0
  • Library Research 1.0 • Librarian asfinder/searcher • Print encyclopedia, books • Citation manuals • Readers’ Guide • Specialized indexes • Interlibrary Loan • Fax • Local sources • Microfilm/fiche • CD-ROM encyclopedia • Photocopies • Index cards • Static presentations – Research papers – Posters Image: '"Citation needed"' http://www.flickr.com/photos/87913776@N00/5129607997
  • Library Research 2.0 • Librarian as guide • eBooks • Multimedia presentation • Wikipedia • WorldCat • Google • ELM subscription databases • Document delivery • Skype, Twitter, Facebook • Citation tools • Delicious, Diigo, Evernote … • Google Book/Scholar • Mobile apps http://www.flickr.com/photos/26406919@N00/2217375343
  • Library Research 3.0 • Librarian as teacher • Be proactive in adapting technology • Teaching consumers • Content creation • eBooks/electronic resources • Huge range of devices • 24/7 access to information/live help • Maker spaces http://www.flickr.com/photos/74105777@N00/6153522068
  • Characteristics of Web 2.0 Tools • Not tied to a device-- Internet access needed • Portability--available from any device • No software--but Web plug-ins • Low-cost/free and/or Premium • No programming • User-generated content • Sharing--content, expertise • Global connections • Perpetual Beta • OS not an issue usually (although browser may matter) www.flickr.com/photos/11979533@N00/441921094
  • iPad Tools • Personalized device • Apps are device specific • Often tied to the device—not so much in the cloud • Low-cost/free and/or Premium • Apps generally do one thing Image: 'The future of books' http://www.flickr.com/photos/38305415@N00/6966883093
  • Well-managed change • Encourages collaboration and engagement to involve every student in something that is personally engaging • Offers opportunities for content creation on a broader stage • Involves the students in a very proactive learning environment • Readies students for their future—school, work, life www.flickr.com/photos/59089413@N00/1516930505
  • • Improve productivity • Manage information • Collaborate • Expand our reach Classroom/Library/Web 2.0 tools help us www.flickr.com/photos/17258892@N05/2588347668
  • But we know. . . It is not the technology or the tool; it is how they are used to enhance teaching and engage students that makes successful integration into schools, libraries, & classrooms. https://secure.flickr.com/photos/aeneastudio/3039829121/in/pool- whats_in_your_bag
  • Break
  • TECHNOLOGY, EDUCATION, & THE WORLD What we know about
  • Technology • Profoundly affects the way we work, collaborate, communicate, and succeed • Changes how people work, play, learn, socialize, and collaborate • Explosive growth of mobile devices and applications drives more—daily—change http://www.flickr.com/photos/44124348109@N01/227904949
  • Business & Society and maybe school • User-created content • Social networking • Collaborative work • Collective intelligence to solve problems • Participatory Leadership • Online civic engagement • Global reach and influence http://www.flickr.com/photos/21936447@N04/2744217176
  • Moving (fast) Towards . . . • 1-to-1 Tablet Computing • BYOD Mobile Devices • Apps • Cloud storage, collaboration • Collaborative Environments • Game-based learning • Personal Learning Environments The Horizon Report K-12 http://www.nmc.org/publications/2012-horizon-report-k12 http://www.flickr.com/photos/38305415@N00/2968794599
  • Students are changing • Technology is how they communicate & socialize • Ubiquitous, transparent part of their lives • Empowered by being connected to information & each other 24/7 • Globally connected • Expect guides not experts http://www.flickr.com/photos/8166472@N03/3866208804
  • If this is what they are used to… Image: 'Jan 27 12 ipad Carson 27/366' http://www.flickr.com/photos/25308073@N02/6774634275 Image: 'Start 'em Young' http://www.flickr.com/photos/23312388@N00/1384121895
  • What will they expect in school?
  • Students’Expectations are changing • Want interactive communication • Expect teachers & LMS to know what they use • Use tools in the classroom that they use in the real world • 24/7 assignments • Creativity in assignments • Hands-on learning • Real life experience/application http://www.flickr.com/photos/51135741@N00/277563047
  • Learning Environments are changing • No longer tied to a physical space • ―Spaces‖ are becoming more community-driven, interdisciplinary • Spaces & technologies that allow virtual communication and collaboration • World comes into the classroom • Flipped classrooms/MOOCs http://www.flickr.com/photos/84142366@N00/4390842406
  • Access beyond the walls • Online learning • ELM and other database access • Public/academic libraries online resources • Virtual collaboration • Creates the need for organization, self-discipline, self-direction Image: 'Chairs' http://www.flickr.com/photos/89898604@N00/6550520
  • THE MYTH OF THE DIGITAL NATIVE https://secure.flickr.com/photos/venosdale/7051066737/ sizes/z/
  • Technology &“Digital Natives” • It is how they communicate & socialize • Ubiquitous, transparent part of their lives • Empowered by being connected to information & each other 24/7 • Globally connected • Often balk at being ―taught‖ technology • Expect guides not experts http://www.flickr.com/photos/36266791@N00/2986303105
  • They are proficient with the (commercial) tools they know Communication • Facebook • Twitter • Tumblr • Text Google • Quick answers • Maps • Gmail • Docs Image: 'A Conversation' http://www.flickr.com/photos/47130629@N04/5653817859 Entertainment • YouTube •GarageBand • Music
  • In-depth use of technology? Not so much • Not efficient or effective searchers • Little evaluation of what they find—don’t know how to evaluate • Application of technology limited to product creation • Not really using technology to solve/answer problems Image: 'Open access overview: Focusing on open access+to+peer-reviewed+research+articles+and+their+preprints' http://www.flickr.com/photos/47691521@N07/5188228228 http://www.tubechop.com/watch/453489
  • Research Report Truth Be Told: How College Students Evaluate and Use Information in the Digital Age Project Information Literacy: A large-scale study about early adults and their research habits University of Washington Information School http://projectinfolit.org/pdfs/PIL_Fall2010_Survey_FullReport1.pdf
  • MILI’s Purpose • Influence how you teach the research process • Encourage more collaboration between LMS & teachers around the research process • Encourage teachers/LMS to incorporate the 3 Rs into teaching • Help you integrate information literacy skills into your curriculum www.flickr.com/photos/34017702@N00/74907741
  • Libraries & Librarians Vital for research at all levels • Information experts • Access to resources • Ability to connect people & resources • Ability to connect information & technology • On the front lines in the info search www.flickr.com/photos/99051133@N00/3550839523
  • MILI will be your guide • To the research process • Finding reliable resources • Identifying new tools • Information literacy • 21st century skills
  • MILI Focus • On the research process • On the resources • On the tools that make it happen www.flickr.com/photos/26887305@N00/79952661
  • The MILI 3 Rs •Research Process •Reliable Resources •Responsible Use www.flickr.com/photos/49968232@N00/101563312
  • Research Improve the ability of students & teachers to conduct effective research by using a process that includes 5 steps • Question • Gather & Evaluate information • Conclude • Communicate information & conclusion • Evaluate process & product www.flickr.com/photos/47643206@N00/185651630
  • Reliable Resources Identify & use available, reliable resources • ―Format agnostic‖--the format of the information is not the point • Evaluate all print, electronic, online, & human resources for authenticity & accuracy • Resource is appropriate in the context of this research www.flickr.com/photos/96586445@N00/816524
  • Responsible Use Promote the understanding & practice of the responsible use of information & technology • Advise & assist teachers in the creation of plagiarism-proof assignments • Provide resources for teaching responsible use including copyright, Creative Commons, technology use www.flickr.com/photos/34427470616@N01/1141305603
  • By developing research projects that encourage 21st Century Learning skills & promote Information Literacy Creating assignments that encourage building knowledge, not just repeating information www.flickr.com/photos/85966598@N00/98179665
  • Together, we can • Improve your research project to incorporate the 5 steps • Learn Web 2.0 tools that work in classrooms and school buildings for collaboration, communication, & creation • Share what we know & what we learn www.flickr.com/photos/41894194320@N01/83992798
  • Standards & Classroom 2.0 • AASL-Standards for 21st Century Learners • ISTE-National Educational Technology Standards • MEMO-Information & Technology Literacy Standards
  • 1. Inquire, think critically, and gain knowledge. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. 4. Pursue personal and aesthetic growth. AASL Standards for 21st Century Learners http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm
  • ISTE National Educational Technology Standards (NETS) 1. Creativity and Innovation 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and Concepts http://www.iste.org/AM/Template.cfm?Section=NETS www.flickr.com/photos/77265262@N00/2938074434
  • MEMO Standards for Information & Technology Literacy 1. The Research Process 2. Technology Use 3. Reading and Media Literacy 4. Responsible Use of Information and Technology http://www.memoweb.org/links/infolitbrochure.pdf
  • Bloom’s Taxonomy www.bio.unc.edu/.../default_files/image001.jpg
  • Bloom’s Remixed Creating Evaluating Analysis Applying Understanding Remembering
  • iPad App Remix http://kathyschrock.net/ipadblooms/
  • www.flickr.com/photos/44124366667@N01/3655804
  • MILI will help you Image: '2007 ... agoodtimewashadby all' www.flickr.com/photos/73645804@N00/2102790208
  • • Emphasize the lifelong learning skills embodied in information literacy to help students be ready for their next step Image: 'Upwards Spiral' http://www.flickr.com/photos/40646519@N00/242075733
  • • Weave these new tools & concepts into the fabric of what you teach Image: 'basket-weaving' http://www.flickr.com/photos/7941044@N06/2697286103
  • The Gift of Time www.flickr.com/photos/21046489@N06/3387189144
  • The Gift of Our Time http://www.flickr.com/photos/24183489@N00/284995199
  • NUTS & BOLTS Image: 'Stand up stand out' http://www.flickr.com/photos/14821912@N00/80080250
  • EXPECTATIONS FOR ALL PARTICIPANTS www.flickr.com/photos/49968232@N00/32254027
  • A RESEARCH PROJECT You teach Image: 'chemistry bottles with liquid inside' http://www.flickr.com/photos/53921113@N02/5 645102295 Image: '2008-01-26 (Editing a paper) - 27' http://www.flickr.com/photos/68457656@N00/2349631689 Image: 'What's the worry? Ecosystems are for+kids.' http://www.flickr.com/photos/73645804@N00/321737 3290
  • YOU DID NOT JOIN MILI FOR THE EQUIPMENT iPad mage: 'A Sad Key on my Continsouza' http://www.flickr.com/photos/68557373@N08/635086052 2
  • YOU KNOW HOW TO USE THE IPAD! You are not a beginner computer user Image: 'iPad Education in Use' http://www.flickr.com/photos/43407162@N07/51949 89015
  • LEARN NEW THINGS You want to Image: 'Teach/Learn' http://www.flickr.com/photos/32127264@N08/4530185934
  • CONSULT LIBRARIES & LIBRARIANS IN THEIR RESEARCH You encourage students to http://www.flickr.com/photos/vblibrary/4480094816/sizes/m/in/set-72157623618957199/ RetroLibrary Poster
  • IN THE CLASSROOM & IN YOUR PERSONAL LIFE You are open to using technology & tools Image: 'iPad & Friends' http://www.flickr.com/photos/23208360@N07/4 486938721
  • YOUR RESPONSIBILITIES http://www.flickr.com/photos/49968232@N00/143980737
  • WATCH ALL THE VIDEOS *BEFORE* THE IN-PERSON MEETING You must Image: '1950's - MODERN ADDICTION' http://www.flickr.com/photos/13458157@N07/4464938781
  • ATTEND MONTHLY F2F MEETINGS Arrive on time & stay throughout Image: 'Lego old skool desktop wallpaper' http://www.flickr.com/photos/39186906@N02/4284883477
  • BLOG, BLOG, BLOG, BLOG Share what you are learning & thinking Reflection on using new tool New tool discovery Philosophical question
  • BE RESPONSIBLE FOR YOUR LEARNING Image: 'Game Over' http://www.flickr.com/photos/284304 74@N05/6904976502
  • MAKE SUGGESTIONS—APPS & THEIR USES, LESSONS, TOPICS… Image: 'This box, it suggests?' http://www.flickr.com/photos/18095953@N00/ 84107787
  • ON WHAT YOU LEARNED & HOW IT CHANGED HOW YOU TEACH RESEARCH Final Presentation & Report Image: 'An explosion of assistance' http://www.flickr.com/photos/53326337@N00/5797565681I
  • • Manage credits for CE, Board Credits, other incentive, etc. • Monitor attendance & compliance for participation using rubric • Make it possible for teachers/LMS to use tools in class www.flickr.com/photos/9223655@N07/765323437 School District
  • Metronet will • Design & conduct orientation • Create videos &F2Fafter school meetings • Work with district on the rubric for credit • Maintain the MILI Ning • Provide support via the Wiki, email, at the meetings… • Food! (You provide beverage) www.flickr.com/photos/85966598@N00/210586449
  • Metronet will • Design & conduct orientation + monthly Webinars and F2Fafter school meetings • Work with district on the rubric for credit • Maintain the MILI Ning • Provide support via the Wiki, email, newsletter… • Food! (You provide beverage) www.flickr.com/photos/85966598@N00/210586449
  • MILI will help you help students… www.flickr.com/photos/13597901@N00/254102459
  • With the research process http://www.flickr.com/photos/90729030@N00/299857394 http://www.flickr.com/photos/38305415@N00/4375773612 3http://www.flickr.com/photos/90729030@N00/2998573943
  • Use online tools to organize & manage information http://www.flickr.com/photos/35034347350@N01/15834052
  • Answer their research questions using the information Image: 'student_ipad_school - 092' http://www.flickr.com/photos/56155476@N08/6660040139 To solve problems using the information &
  • Present their conclusions www.flickr.com/photos/75529685@N00/300232474
  • While using the information& tools responsibly as 21st century learners www.flickr.com/photos/66214378@N00/207102084
  • Contact metronetmili@gmail.com Ann Walker Smalley, Director, Metronet, St. Paul ann@metronet.lib.mn.us LeAnn Suchy, Program Coordinator, Metronet, St. Paul leann@metronet.lib.mn.us