Transforming Information Literacy for NowGen Students


Published on

This slidedeck supports a virtual presentation by Buffy Hamilton about the Media 21 project given February 28, 2010 at 7:00 PM as part of the CRSTE (The Capital Region Society for Technology in Education) 2010 Cyberconference. Additional supporting materials are available at

Published in: Education, Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • inviting and providing a space for
  • Transforming Information Literacy for NowGen Students

    1. 1. Transforming Information Literacy for NowGen Students<br />presented by buffy hamilton | crste cyberconference | february 28, 2010<br />Image used under a CC license from<br />
    2. 2. seeds of the <br />media 21 project<br />
    3. 3. participatory librarianship and the work of david lankes<br />
    4. 4. inviting and creating spaces for…<br />cc licensed flickr photo by Suttonhoo:<br />
    5. 5. participation<br />cc licensed flickr photo by domesticat:<br />
    6. 6. conversations<br />cc licensed flickr photo by Laenulfean:<br />
    7. 7. knowledge construction<br />cc licensed flickr photo by Ian Muttoo:<br />
    8. 8. values learning as conversation over information objects<br />cc licensed flickr photo by Siebuhr:<br />
    9. 9. inquiry centered<br />
    10. 10. libraries are in the change business<br />
    11. 11. connectivism<br />
    12. 12. “learning is the process of creating connections and developing a network.”<br />
    13. 13.
    14. 14.
    15. 15.
    16. 16.
    17. 17.
    18. 18.
    19. 19.
    20. 20.
    21. 21.
    22. 22. Media 21 Capstone Proposal Components<br />Brief research paper on technologies and learning theories reflected in the project proposal.<br />Project prospectus<br />Completion of project rubric<br />
    23. 23. Identification of the LoTI (Levels of Teaching Innovation)<br />Essential questions<br />Georgia Performance Standards<br />AASL Standards for 21st Century Learners<br />ISTE Standards for Students<br />Project Description<br />Technologies Used<br />Additional Materials To Be Purchased <br />Administrative Support<br />Project Prospectus<br />
    24. 24. Research as an ongoing learning experience<br />Expanding students’ concepts of authority <br />Introducing ways to use social media and web 2.0 tools for information management<br />Media 21 Goals<br />
    25. 25. Introduction and exploration of the concept of personal learning networks<br />Emphasis on inquiry and collaboration<br />Hands on experience with alternate ways of producing and sharing knowledge<br />Media 21 Goals<br />
    26. 26. Scaffold students’ ability to become their own information filters and to build their own information dashboards<br />Connect students with outside experts <br />Explore ways to connect our learning to a real world project or initiative<br />Media 21 Goals<br />
    27. 27. Two sections of 10th Honors Literature/Composition<br />Nine-twelve week study<br />Conceptual model of librarian and classroom teacher as co-teachers in an integrated setting<br />Media 21 Target Groups and Timeline<br />
    28. 28. the chemistry of collaboration: the dynamics of the media 21 project<br />
    29. 29.
    30. 30. media 21 project <br />implementation<br />
    31. 31. august 2009: building blocks for learning<br />
    32. 32. Introduction of concept of “networked student”<br />Introduction of essential learning tools and cloud computing(wikis, gmail, google docs, blogs, )<br />Exploration of social media as an information source for research<br />August 2009<br />
    33. 33. create conversations about collaborative knowledge building using wikis and inquiry based activities<br />1.1.9 collaborate with others to broaden and deepen understanding<br />1.3.4 contribute to the exchange of ideas within the learning community<br />4.1.7 use social networks and information tools to gather and share information <br />
    34. 34.
    35. 35.
    36. 36.
    37. 37.
    38. 38.
    39. 39.
    40. 40.
    41. 41.
    42. 42.
    43. 43.
    44. 44.
    45. 45.
    46. 46.
    47. 47.
    48. 48.
    49. 49.
    50. 50.
    51. 51.
    52. 52.
    53. 53.
    54. 54. August 2009 Observations and Reflections<br />Time: <br />more needed than anticipated for learning activities and student collaboration; 50 minutes is not enough for this kind of immersed learning<br />more needed than anticipated for planning, creating, reflecting<br />Student engagement<br />Embracing messiness<br />Student patience and open-minded outlook<br />
    55. 55. september 2009:<br />connecting learning and social media <br />to the world<br />
    56. 56. Inquiry into social media for social good<br />Introduction of our Issues in Africa research initiative and literature circles: book tasting<br />Mid quarter reflections<br />September 2009<br />
    57. 57.
    58. 58.
    59. 59.
    60. 60.
    61. 61.
    62. 62.
    63. 63.
    64. 64.
    65. 65.
    66. 66. Midquarter Student Reflections<br />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. Also, I think it helps my only study and research skills. I can use a personal blog to put together a study guide or outline for a test. No matter what, I always find a new way to use my blog.<br />Jennifer S.<br />
    67. 67. Midquarter Student Reflections<br />I have learned from the blogs, because I have to type the information and think about it rather then mindlessly transferring information from paper to paper as I have done in every other class. I enjoy the blogs because they are quick and easy to review, edit, or read. The wikis are helpful and easy to post to, and it is helpful to see everybody’s input on a subject matter. Google Docs and Sites are a major advancement because I don’t have to keep up with a flash-drive, or worry about converting a Word document for e-mailing. All of these new learning tools are relieving a lot of stress in school, and making it significantly easier to learn. I am looking forward to putting them to further more in depth use as we move on this year.<br />Nolan W.<br />
    68. 68. Midquarter Student Reflections<br />I have improved so much on the information I can collect in the time allotted, writing blog responses, staying on task, and keeping caught up with all the work that needs to be done. The thing I am most proud of is how much my writing has improved just by writing one persuasive essay and many blogs posts and responses. Not only can I tell that my writing has had great progress in my English course, but also in my other classes too. My performance in writing, comprehending, and socializing has been greatly influenced by learning the many tools these past 2 months.<br />Lindy S.<br />
    69. 69. Midquarter Student Reflections<br />I have learned about the usefulness of wikis and how they can be used to share information as a group. It helped me understand how Wikipedia and other wikis actually work and function as learning tools. The introduction of learning through blogging on the site WordPress, was also a new experience to me. I was interested to find that some blogs actually contain credible information and not just opinion based articles.<br />Loren T.<br />
    70. 70. Students extended learning to real-world situations<br />Students loved Google Docs, Gmail, Google Sites, and blogging<br />Students had mixed feelings about the Wetpaint wiki---some found it confusing to navigate<br />September 2009 Reflections and Observations<br />
    71. 71. Students loved group and collaborative activities<br />Students indicated they needed help with certain writing strategies<br />Some students indicated they needed help managing multiple class streams of information and tools<br />September 2009 Reflections and Observations<br />
    72. 72. october-november 2009: pulling it all together for painting a bigger picture of learning<br />
    73. 73. Introduction of our Issues in Africa research initiative and literature circles<br />Using the tools for original content creation<br />Using the tools for reflection and transparency<br />Using the tools for collaborative knowledge building<br />October-November 2009<br />
    74. 74.
    75. 75. Two in-class literature circle meetings each week (each group determined its own reading schedule)<br />Each literature circle creates and shares a lit circle wiki created with Google Sites; lit circle meeting notes and comments are maintained in this space on a weekly basis<br />Two weekly reading journals (posted to individual blog) per week<br />Student Learning Activities: Issues in Africa<br />
    76. 76. A weekly research reflection is required on individual blogs each week<br />Three days in class per week for research and research mini-lessons and/or to work on multigenre projects<br />Students use Diigo to bookmark web-based resources; they may use Diigo to create web-based notes/annotations<br />Students use Noodletools for citation management; they may also use the electronic notecard feature<br />Student Learning Activities: Issues in Africa<br />
    77. 77. Blog posts<br />Lit circle wikis<br />Diigo bookmarks<br />Noodletools list and notes<br />A written paper <br />Five multigenre artifacts and reflections<br />A learning portfolio created in Google Sites<br />Learning Artifacts: Issues in Africa<br />
    78. 78. create conversations about adaptability and research strategies using blogs<br />1.2.5 demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success<br />1.2.6 display emotional resilience by persisting in information searching despite challenges<br />1.4.1 monitor own information-seeking processes for effectiveness and progress, and adapt as necessary<br />4.1.7 use social networks and information tools to gather and share information<br />
    79. 79. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. <br />1.1.9 Collaborate with others to broaden and deepen understanding. <br />
    80. 80.
    81. 81.
    82. 82. blogs<br />
    83. 83. blogs<br />
    84. 84.
    85. 85. create conversations about alternate representations of knowledge, organizing knowledge, sharing learning reflections, and sharing resources.<br />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<br />2.1.4 use technology and other information tools to analyze and organize information<br />3.1.2 participate and collaborate as members of a social and intellectual network of learners.<br />3.1.1 conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.<br />
    86. 86. create conversations about collaboration, leadership, and social responsibility for shared knowledge construction<br />2.1.5 collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems<br />3.2.1 demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations<br />3.2.2 show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions<br />4.1.7 use social networks and information tools to gather and share information<br />
    87. 87. diigo: sticky notes/highlighting<br />
    88. 88. diigo: sticky notes/highlighting<br />
    89. 89.
    90. 90.
    91. 91.
    92. 92.
    93. 93.
    94. 94.
    95. 95.
    96. 96.
    97. 97.
    98. 98.
    99. 99. Most students embraced the freedom and responsibility for learning given to them<br />Students liked having flexibility in the kinds of information sources they could use<br />Students especially liked using Google News and Gale Global Issues in Context<br />Students did not use as many social media sources as I anticipated<br />October-November 2009 Reflections and Observations<br />
    100. 100. Some student resistance to student inquiry; disruption of school culture of learning<br />Some students fell behind and experienced difficulty keeping up due to absences caused by a major virus outbreak in our school during October<br />Time for me to actively reflect and compose those reflections on my blog<br />October-November 2009 Challenges<br />
    101. 101. november-december 2009: <br />synthesizing ideas with presentation zen<br />
    102. 102. Presentation zen<br />Digital citizenship<br />Creative Commons<br />November-December 2009 <br />
    103. 103. create conversations about digital citizenship and ethical use of information<br />1.3.3 follow ethical and legal guidelines in gathering and using information <br />
    104. 104.
    105. 105.
    106. 106.
    107. 107.
    108. 108.
    109. 109. Student Reflections on Presentation Zen<br />“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.”<br />
    110. 110. Student Reflections on Presentation Zen<br />“I like the whole “simple picture, simple text” concept. I think this method actually gets the presented message across to the audience more powerfully and emotionally than busy, chaotic slides. This method also forces the presenter to present to the AUDIENCE and talk from what he/she knows rather than look at the slides and read right off of the slide with no communication to the audience.”<br />
    111. 111. Student Reflections on Presentation Zen<br />“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.”<br />
    112. 112. Students embraced the principles and concepts of presentation zen<br />Students overcame their fears of public speaking<br />Students wondered if we could continue learning in this kind of environment<br />Assessment sometimes feels murky<br />November-December 2009 Observations/Reflections<br />
    113. 113.
    114. 114. what have I learned?<br />
    115. 115. it takes time to grow a learning environment and learners rooted in <br />connectivism and participatory culture<br />
    116. 116. baby steps are OK<br />
    117. 117. anticipate some pushback<br />
    118. 118. embrace messy learning<br />
    119. 119. collaboration, teamwork, and the power of your own personal learning network inspire innovation and risk taking <br />
    120. 120.
    121. 121. future directions<br />
    122. 122. help students plug into an expanded menu of information sources <br />
    123. 123. continue to nurture and scaffold metacognition and critical thinking as we expand our definition of information literacy<br />
    124. 124. help students forge their own paths for learning<br />Image used under a CC license from<br />
    125. 125.
    126. 126.
    127. 127. filter selectively to cultivate their interests and passions for lifelong learning<br />Image used under a CC license from<br />
    128. 128. expand our students’ universe<br />cc licensed photo by<br />
    129. 129. contact information<br /><br /><br /><br />