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Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
Framing Transliterate Learning Through Inquiry and Participatory Culture
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Framing Transliterate Learning Through Inquiry and Participatory Culture

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  1. Framing Transliterate LearningThrough Inquiry andParticipatory Culture Buffy J. Hamilton | AASL 2011CC image via http://www.flickr.com/photos/horiavarlan/4304581412/sizes/l/in/photostream/
  2. how are we helping students create conversationsabout multiple ways of reading and writing today’sworld?
  3. Transliteracy is the ability to read,write and interact across a range ofplatforms, tools and media fromsigning and orality throughhandwriting, print, TV, radio and film,to digital social networks.Source: http://nlabnetworks.typepad.com/transliteracy/
  4. but what does that really mean?
  5. CC image viahttp://www.flickr.com/photos/drh/2578799446/sizes/l/in/photostream/
  6. Transliteracy is an umbrella term encompassingdifferent literacies and multiple communicationchannels that require active participationwith and across a range of platforms, andembracing both linear and non-linear messagesDr. Susie AndrettaLondon Metropolitan University Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf
  7. Transliteracy is a “a convergence of literacies”(Lippincott, 2007: 17) as the boundariesbetween medial literacy, digital literacy,technology literacy and information literacybecome blurred when individuals evolve fromconsumers of information to producers ofcontent.Dr. Susie AndrettaLondon Metropolitan University Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf and http://net.educause.edu/ir/library/pdf/ERM07610.pdf
  8. “The most fundamental notion oftransliteracy is the ability to adapt.It’s creating a literacy and fluiditybetween mediums that’s not tiedto space or modality.”Ryan Nadelfounder of 8 Leaf Digital Productions and an instructor at the Vancouver Film SchoolSource: http://spotlight.macfound.org/featured-stories/entry/what-is-this-buzz-word-transliteracy-a-qa-with-ryan-nadel/
  9. Transliteracy is concerned with mappingmeaning across different media and not withdeveloping particular literacies about variousmedia. It is not about learning text literacy andvisual literacy and digital literacy in isolationfrom one another but about the interactionamong all these literacies.Tom IpriLiaison Librarian to the College of Media Arts and Design at W. W. Hagerty Library at DrexelUniversitySource: http://crln.acrl.org/content/71/10/532.full
  10. “…transliteracy is a shape-shifting eco-systemof behaviours and it is probably neither possible nordesirable for anyone to understand enough to knowthe whole elephant. The vital thing is to remember itis always there and in constant motion. This meansrecognising the limits of your own knowledge andaccepting a degree of messiness and uncertainty.”Professor Sue ThomasDe Montfort University, Leicester, UK Source: http://nlabnetworks.typepad.com/transliteracy/2010/12/argue.html
  11. …thinking linearly about literacy is seldoma good idea. Literacy should be thought ofas a holistic ecology, not a linear seriesof events and changes…Professor Sue ThomasDe Montfort University, Leicester, UK Source: http://bit.ly/p4g9YJ
  12. “the process of being transliterate does not have an end point. Instead, I like to think of the transliteracy process as being like a nautilus that is constantly growing and adding chambers to its shell.” Jamie Hollier Project Coordinator for Public Computing Centers atce: http://www.jamiehollier.com/2011/07/supporting-transliteracy-part-1/ Colorado State Librarymage via http://www.flickr.com/photos/donlonphoto/2721385316/
  13. “embrace the potentials andchallenges of this [participatory]emerging culture not as areplacement for existing printpractices but as an expansion ofthem”~henry jenkins~
  14. http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html
  15. CC image via http://bit.ly/r8oa8n
  16. a vision of today’s learnersCC image viahttp://www.flickr.com/photos/missfortune/4595054105/in/faves-10557450@N04/
  17. growingup digital Image used under a CC license from http://www.flickr.com/photos/courosa/3605504536/sizes/o/
  18. mobileImage used under a CC license from http://www.flickr.com/photos/_lovenothing/3772984885/sizes/l/
  19. multi-taskers
  20. continuouslyconnected CC image via http://www.flickr.com/photos/martosc/5163826399/sizes/l/in/photostream/
  21. sociallynetworkedCC image viahttp://www.flickr.com/photos/phefrade/3129356346/sizes/o/in/photostream/
  22. information is plentiful; effective filteringis a challengeCC image via http://www.flickr.com/photos/28481088@N00/3430131473/sizes/o/in/photostream/
  23. they’re leaving digital footprintsCC image viahttp://www.flickr.com/photos/andy_5322/104324029/sizes/z/
  24. the myth of the digital native CC image via http://www.flickr.com/photos/limonada/34072350 5/sizes/o/in/photostream/
  25. a participation gap exists
  26. many lack newforms of“literacy, theenergy supplyof theinformationage”deborah brandt
  27. many lack access or resources to connect and create
  28. “this means that our democratic institutions (schools and libraries particularly) have to work hard and thoughtfully to mitigate these forces.” Deborah Brandt
  29. “the more that the school organizesliteracy teaching and learning to serve theneeds of the economic system, the more itbetrays its democratic possibilities”deborah brandt
  30. CC image via http://www.flickr.com/photos/jphilipson/582274247/sizes/l/in/photostream/
  31. how can educators harness the power of socialmedia and new media literacies to close the gap and grow each student’s cultural capital?
  32. how do we disrupt what paulo freire terms the “banking” system of education that devalues inquiry?Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/
  33. we can’t cultivate networked learners without putting pedagogy before toolsCC image via http://www.flickr.com/photos/wheatfields/116732195/sizes/l/in/photostream/
  34. the inquirydrivenclassroom… CC image via http://www.flickr.com/photos/atbaker/53743882/sizes/l/in/faves- 10557450@N04/
  35. Graphic used with permission from Dr. Barbara Stripling
  36. values dis-ease--there are manyquestions raised without answersSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire Image used under a CC license from http://www.flickr.com/photos/eleaf/2536358399/sizes/l/
  37. establishesmore thanthe teacheras validatorof knowledge/workCC image viahttp://www.flickr.com/photos/sudhamshu/4208690449/sizes/o/in/photostream/ Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  38. nurtures a feeling of responsibility tooneself and to the classCC image via http://www.flickr.com/photos/alltoomuch/3389937799/sizes/l/in/faves-10557450@N04/Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  39. recognizes classroom as a complicated, non- laboratory place filled with complex, caring human beingsSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  40. fights culture of school that wants THEright answerSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  41. exercises patience- doesnt give up too quickly andrealizes community/learning/inquiry doesnt happenovernightSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  42. values transparency and make the class part of determining what is occurring Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freireImage used under a CC license fromhttp://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/
  43. relatively low barriers to artisticexpression and civic engagement
  44. strong support for creating and sharing one’screations with others
  45. what is known by the most experienced is passed along to novices
  46. members believe that their contributions matter
  47. members feel some degree of social connection with one anotherCC image via http://www.flickr.com/photos/buildingunity/303497031/sizes/l/in/faves-10557450@N04/
  48. literate learning communities form around shared interests, questions, and passions in a participatory site of practiceCC image via http://www.flickr.com/photos/auro/230377281/sizes/o/in/faves- 10557450@N04/
  49. a participatory climate amplifies the possibilities for creating conversations for learning via multiple mediums
  50. CC image viahttp://www.flickr.com/photos/khalidalbaih/5653817859/sizes/l/in/faves-10557450@N04/
  51. how can an inquiry stance onlearning encourageparticipatory learning andtransliterate learningpractices/experiences?
  52. Graphic used with permission from Dr. Barbara Stripling
  53. 1 connect
  54. “awakening prior knowledge” Kristin FontichiaroCC image via http://www.flickr.com/photos/guccibear2005/141861924/sizes/l/in/photostream/
  55. Connecting providing context and background providing focus to deal knowledge/building with information schema overload (big idea thinking)
  56. Connecting Collaborative Scale/share Provide knowledge constructed choices building knowledge
  57. Connecting: Transliterate Strategies KWL (traditional paper and virtual means) and pre-searching Face to face discussions (scaled and shared through social media/cloud computing Mindmapping
  58. Screenshot from http://www.jogtheweb.com/run/N0WGMbFA3fPQ/Streamlining-and-Glamorizing-KWLs-and-Mind-Maps#11
  59. fishbowl discussions
  60. CC image via http://www.flickr.com/photos/shareski/5669939986/sizes/l/in/photostream/
  61. 2 wonderCC image via http://www.flickr.com/photos/mymollypop/2646559132/sizes/l/
  62. Wonder Scale/share Small/whole constructedDeveloping group knowledge questions brainstorming with larger “classroom”
  63. 3 investigate
  64. Investigate Organizing Evaluating Search Skills Information Information Reflection/ Information Ethical use ofMetacognition dashboards information
  65. inquiry, engagement, and collectiveintelligence face to face
  66. inquiry, engagement, and collectiveintelligence via virtual mediums
  67. netvibes
  68. symbaloo
  69. curation
  70. citation management and collaborative sourceevaluation
  71. 4 construct
  72. Constructing New Understandings Synthesis Finding patterns/ relationships Developing conclusions
  73. CC image viahttp://www.flickr.com/photos/lizadaly/2944376209/sizes/l/in/photostream/
  74. CC image via http://www.flickr.com/photos/ableman/283139915/sizes/l/in/photostream/
  75. CC image via http://www.flickr.com/photos/tambako/3129100592/sizes/l/in/faves-10557450@N04/
  76. CC image via http://www.flickr.com/photos/familymwr/4989283309/sizes/l/in/photostream/
  77. Source: http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf
  78. 5 expressCC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
  79. Express Shared Learning Authenticity/ Digital Rigor Creativity
  80. “Looking at this across thedisciplines you start to seehow important theknowledge-creationactivity plays into thesense of identity. Theoverriding theme is thatone does not become a“scholar” until they havecreated something new. Intheir eyes, it is the act ofcreation thatdistinguishing the studentfrom the scholar.”Brian Mathews, Assistant University Librarianat UC Santa Barbara
  81. netvibes
  82. digital research “texts”
  83. 6 reflectCC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/
  84. Reflect process product
  85. Reflect: Assessment and Evaluation Formative Self Summative
  86. formativeassessment: the measurement of knowledge and skills during the process of learningSource: Stripling, 2007/2009, pp. 167-68
  87. Formative Assessment • Formative assessments engage the school library media specialist, classroom teacher, and student in thinking about the learning process while it is happening so that adjustments can be made if needed • Ongoing and reflective in nature • Frames teachers and students as partners in learningSource: Stripling, 2009
  88. Examples of Student Led Formative Assessments • Reflecting (learning • Questions logs or blogs, • Sharing, Reciprocal notetaking) Teaching • Video recorded • Peer Review reflections/narratives • Graphic organizers (KWL charts, concept maps/mind mapping, idea webs)Source: Stripling, 2009
  89. summativeassessment is themeasurement of knowledgeand skills at the end of aprocess of learning inorder todetermine the amount and quality of learning Source: Stripling, 2007/2009, pp. 167-68
  90. Summative Assessments • Presentations • Multimedia creations (Voice Thread, Video, • Portfolios Glogster) • Text based papers • Tests/Exams • Reflective narratives • Performance based tasksSource: Stripling, 2009
  91. student self-assessment:who is in charge ofyourlearning?
  92. Standards for the 21st Century Learner in ActionOriginal photography by Buffy J. Hamilton
  93. Benefits of Student Self-Assessment • Encourages participatory learning • Increases intrinsic motivation • Helps students construct new meanings • Helps cultivate a sense of ownership of learning and agency over learning environmentSource: Harada, 2010
  94. Rubric Source: http://ourlostchildren.wikispaces.com/file/view/VoiceThread+Rubric.pdf
  95. Source:http://teachingsagittarian.com/2009/03/voicethread-as-a-digital-portfolio/
  96. applicationCC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/
  97. CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/
  98. CC image viahttp://www.flickr.com/photos/xjrlokix/5097846224/sizes/l/in/photostream/
  99. contact informationbuffy.hamilton@gmail.comhttp://theunquietlibrarian.wordpress.comhttp://buffyjhamilton.wordpress.com@buffyjhamilton
  100. Works CitedBerger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly 26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/articles/Berger2010- v26n5p14.html>.Fontichiaro, Kristin. “Nudging Toward Inquiry (AASL 2009).” American Association of School Librarians National Conference. Charlotte, NC. Nov. 2009. Vimeo. Web. 23 Oct. 2011. http://vimeo.com/7715376>.- - -. “Rigorous Learning with 21st-Century Technology.” Vermont Dynamic Landscapes Conference. Burlington, VT. May 2011. Kristin Fontichiaro. Web. 23 Oct. 2011. <http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf>.
  101. Works CitedHarada, Violet. “Self-assessment: Challenging students to take charge of learning.” School Library Monthly 26.10 (2010): 13-15. Academic Search Complete. Web. 23 Oct. 2011. < http://proxygsu- sche.galileo.usg.edu/login?url=http://search.ebscohost.com/ login.aspx?direct=true&db=a9h&AN=51003266&site=ehost-live >.Mathews, Brian. “What It Takes To Become A Scholar: Helping Students Scale the Taxonomy.” The Ubiquitous Librarian. The Chronicle of Higher Education, 26 Sept. 2011. Web. 23 Oct. 2011. <http://chronicle.com/blognetwork/theubiquitouslibrarian/2011/09/26/what-it- takes-to-become-a-scholar-helping-students-scale-the-taxonomy/>.Stripling, Barbara. “Assessing Information Fluency: Gathering Evidence of Student Learning.” 21st Century Learning in School Libraries. Ed. Kristin Fontichiaro. Santa Barbara, CA: Libraries Unlimited, 2009. 166-170. Print.- - -. “Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry.” School Library Monthly 26.8 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/articles/Stripling2010- v26n8p16.html>.

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