Traditional literacy, research skills, technical skills, and critical analysis
The ability to access, evaluate, and use information in a variety of formats.
Participatory culture shifts the focus of literacy from one of individualexpression to community involvement. The new literacies almost all involve social skillsdeveloped through collaboration and networking. These skills build on the foundation of traditionalskills taught in the classroom. Play — the capacity to experiment with one’s surroundings as a form of problem-solving
While the graphic represents each element distinctly for descriptive purposes, the Partnership views all the components as fully interconnected in the process of 21st century teaching and learning.
Adds digital, visual, textual, and technological literacies to information literacy, recognizing that students should be able to access, evaluate and use information in all formats as well as communicate, collaborate, create, and share information and knowledge.
School librarians are ready to move students to the next step. We know the power in the read/write web and non-text based formats as well as the place of traditional formats. But...
It is not about the technology, But, Accessing and using new media sites and tools such as blogs, social bookmarking, social networks, shared documents (i.e., Google Docs), video and photo sharing, and wikis affords students opportunities for reading, writing, and navigating among a variety of formats, while knowledge building in their subject areas, thinking critically thinking and developing creative ideas and products, while providing unique occasions for students to collaborate and share—which are all valuable 21st century skills.
Collaborate with teachersIdentify content, skills, and tools needed for specific projectIntegrate new media tools, resources and skills meaningfully and deliberately into the project
Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
Multitasking — the ability to scan one’s environment and shift focus as needed to salient detailsDistributed Cognition — the ability to interact meaningfully with tools that expand mental capacities—database, NoodleToolsJudgment — the ability to evaluate the reliability and credibility of different information sourcesTransmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
AASL Fall Forum 12 Jansen
Jenkins, Clinton, Purushotma, Robison, & Weigel. (2009). Confronting the challenges of a participatory culture: Media education for the 21st century.
The ability to access,use, and evaluateinformation in a varietyof formats.
Jenkins, Clinton, Purushotma, Robison, & Weigel. (2006). Confronting the challenges of a participatory culture: Media education for the 21st century .
Partnership for 21st Century Skills. (2012). Framework for 21st century learning. Retrieved Oct.10, 2012
How can school librarians “bridge the gap” by connecting the informal learning occurring in the participatory culture to formal educational experiences? http://www.todaysmeet.com/ConnectedLearning Photo by Barbara A. Jansen, 2012.
Participate with teachers to help students learn needed skills to “read, write, and interact across a range of platforms, tools and media.” Photo by Barbara A. Jansen, 2012.
Do collaborative projects have to be like James Gee’s“The Big G Game” which includes everything but the kitchen sink, making you feel like you are pushing a boulder uphill? Photo by Larry Baird, 2012.
Copyright 2005, Linworth Publishing, Marla W. McGhee and Barbara A. Jansen.
Going beyond information found in sources1. Do you want to have the students make connections among topics they have already studied or something that is important or relevant to them in their lives today?2. Ooooooh—I wonder if the kids will just cut and paste information they find in sources? How do you want (or do you) the students to go beyond the information they find?
My involvement• Planned with teacher• Assembled wiki• Decided on sources with teacher• Taught steps of Big6 information literacy process and – Created worksheet for narrowing topic and developing questions – Taught how to search, cite sources, & take notes and working with students as they practiced these skills• Developed the History Channel idea• Assessed note cards and citations (OMG!)
“How do we ensure that every child has access to the skills and experiences needed to become a full participant in thesocial, cultural, economic, and political future of our society?” (Jenkins, Clinton, Purushotma, Robison, & Weigel, 2006, p. 56). Self assessment
Lead with conversationsWhat questions will you need to ask yourself? Whatquestions will you need to ask your teachingpartner?Table collaboration: Develop questions for whichyou can raise the bar in designing learningexperiences that will help students buildknowledge, require rigor of thought, and developessential skills needed to read, write, and interact inthe participatory culture.Add your questions to the AASL Fall Forum Ning.
Learning designTable collaboration: Choose a topic or set ofcurriculum objectives that you want to developinto a rigorous and meaningful learningexperience for students. Use your questions toguide the design of a dynamic experience forstudents.Add your table’s work to the AASL Ning.