Pivot Points for Change: Connecting the Dots of Information Literacy with Social Media

pivot points
for change
connecting the dots of information literacy with social media
presented by buffy hamilton | internet @ schools east| april 2010

the information landscape is changing rapidly in today’s world

how do we support and scaffold
students’ ability to
read
and write
an ever-growing world of
information?
Image used under a CC license from http://www.flickr.com/photos/adwriter/467754255/sizes/o/

how do we
adapt
our
practice as
librarians to effectively
cultivate
informationally fluent students who will
thrivein today’s society?

“when industry norms start to die, people panic. it’s difficult to change when you think that you must change everything in order to succeed. Changing everything is too difficult.”seth godin
Image used under a CC license from http://www.flickr.com/photos/jenny-pics/2853460469/sizes/l/

don’t reinvent the wheel; instead, find pivot points for change.
Image used under a CC license from http://www.flickr.com/photos/vidiot/2586803819/sizes/l/

1
keep your traditional sources of authoritative information in your research pathfinders, but let the research topic and mode of research guide the integration of social media information sources and tools for delivering that content to help students navigate the maze of today’s information world
Image attribution: http://www.flickr.com/photos/g33k-fu/1199025780/sizes/l/

create conversations about authority and social scholarship by providing pathfinders with balanced and diverse sources of information
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
4.1.7 Use social networks and information tools to gather and share information.

podcasts

twitter
Image used under a Creative Commons license fromhttp://www.flickr.com/photos/stevegarfield/3616155715/sizes/o/

twitter

youtube/video

google maps/mashups

rss feeds

rss feeds/widgets

rss feeds/information portals

widgets

2
keep focusing on teacher collaboration, but focus on creating conversations and teamwork with students as well

create conversations about collaboration, leadership, and social responsibility for shared knowledge construction
2.1.5 collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems
3.2.1 demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations
3.2.2 show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions
4.1.7 use social networks and information tools to gather and share information

research wiki

literature circle wiki

3
keep assessing student learning using traditional tools, but use alternative modes of assessment like blog to engage students in metacognition and to actively reflect on their research strategies

create conversations about adaptability and research strategies using blogs
1.2.5 demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success
1.2.6 display emotional resilience by persisting in information searching despite challenges
1.4.1 monitor own information-seeking processes for effectiveness and progress, and adapt as necessary
4.1.7 use social networks and information tools to gather and share information

student reflections: blogging
“When I blog I feel like I have a voice and that people are listening. Even if my blog doesn’t have a high rating I still know it is mine and my words. To think of my self as a resource is an awesome idea. Blogging can be a bit challenging, but I think that is what makes it fun. If there is not a challenge then it takes the fun out of learning.”
Jennifer S.

4
keep teaching students how to access and consume information, but place an equal emphasis on knowledge and content creation

create conversations about alternate representations of knowledge, organizing knowledge, sharing learning reflections, and sharing resources.
2.1.1 continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge
2.1.4 use technology and other information tools to analyze and organize information
3.1.2 participate and collaborate as members of a social and intellectual network of learners.
3.1.1 conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.

student reflections: presentation zen
“I like that I cannot rely on my slides as much. It requires me to actually learn what my project is about and not just copy and paste a whole paragraph into my power point then read it right off the slide when I am presenting. I felt that I was more connected to the class while presenting and I really liked that, it made me feel better about myself while I was actually up in front of the class.”

student reflections: presentation zen
“I like it SO much more. You feel so much more comfortable and relaxed when you can just look at your audience instead of reading bullets off a power point. Thank you to Mrs. Lester and Mrs. Hamilton. I know that my grade does not match with how much I have learned. Even though my grade isn’t what I would hoped it to be, the learning I have received will be with me forever, and for that I am strongly appreciative.”

5
keep creating research pathfinders for students, but teach students how to forge their own paths for learning and build their own information portals
Image used under a CC license from http://www.flickr.com/photos/suburbanbloke/723665503/sizes/o/

synthesize and evaluate information by creating personal learning environments and information portals for learning
1.2.2 Demonstrate confidence and self- direction by making independent choices in the selection of resources and information.
1.2.3 Demonstrate creativity by using multiple resources and formats. 2.1.1 continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge
2.1.4 use technology and other information tools to analyze and organize information
3.1.2 participate and collaborate as members of a social and intellectual network of learners.

“learning is the process of creating connections and developing a network.”

student created netvibes portal
http://www.netvibes.com/alex7586#Home

student created netvibes portal
http://www.netvibes.com/samonte94#General

baby steps are OK

anticipate some initial pushback

embrace the messiness of social scholarship and questions of authority

continue to nurture and scaffold metacognition, inquiry, and critical thinking as we expand our definition of information literacy

re-envision
information literacy from
alternate
and
multiple
perspectives
cc licensed photo b
y http://www.flickr.com/photos/laprimadonna/3559930813/sizes/m//

questions?

contact information
buffy.hamilton@gmail.com
http://theunquietlibrarian.wordpress.com
http://theunquietlibrarian.wikispaces.com
https://sites.google.com/site/theunquietlibrary/

http://theunquietlibrarian.wordpress.com	84
http://www.pafa.net	10
http://mediatvorchestvo.blogspot.com	10
http://www.slideshare.net	7
http://www.libconf.com	6
http://blog.pafa.net	2
http://buffyjhamilton.wordpress.com	2
http://www.netvibes.com	1
http://librarysurvivalkit.pbworks.com	1

Pivot Points for Change: Connecting the Dots of Information Literacy with Social Media

by Buffy Hamilton

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Pivot Points for Change: Connecting the Dots of Information Literacy with Social Media Presentation Transcript