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Transforming Information Literacy for NowGen Students: Media 21


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  • 1. Transforming Information Literacy for NowGen Students: Media 21buffyhamilton, ed.s. lis5313 || florida state university || january 26, 2011
    Image used under a CC license from
  • 2. seeds of the
    media 21 project
  • 3. conversations as context
    CC image via
  • 4.
  • 5. “It’s all about learning…
    how is this going to fundamentally enrich a conversation?
    There isn’t a part of the library that isn’t about learning. Learning is a collaborative conversation.”
    Dr. David Lankes
    CC image via
    Participatory Librarianship and Change Agents:
  • 6. sparking and igniting
    cc licensed flickr photo by jurvetson:
  • 7. shared ownership of learning and conversations for learning
    CC image via
  • 8. knowledge construction and creation
    cc licensed flickr photo by Ian Muttoo:
  • 9. inquiry and learning centered
  • 10. connectivism
  • 11. “learning is the process of creating connections and developing a network.”
  • 12.
  • 13.
  • 14.
  • 15.
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  • 18.
  • 19.
  • 20.
  • 21. Media 21 Capstone Proposal Components
    Brief research paper on technologies and learning theories reflected in the project proposal.
    Project prospectus
    Completion of project rubric
  • 22. Identification of the LoTI (Levels of Teaching Innovation)
    Essential questions
    Georgia Performance Standards
    AASL Standards for 21st Century Learners
    ISTE Standards for Students
    Project Description
    Technologies Used
    Additional Materials To Be Purchased
    Administrative Support
    Project Prospectus
  • 23. Research as an ongoing learning experience
    Expanding students’ concepts of authority
    Introducing ways to use social media and web 2.0 tools for information management
    Media 21 Goals
  • 24. Introduction and exploration of the concept of personal learning networks
    Emphasis on inquiry and collaboration
    Hands on experience with alternate ways of producing and sharing knowledge
    Media 21 Goals
  • 25. Scaffold students’ ability to become their own information filters and to build their own information dashboards
    Connect students with outside experts
    Explore ways to connect our learning to a real world project or initiative
    Media 21 Goals
  • 26. Two sections of 10th Honors Literature/Composition
    Nine-twelve week study
    Conceptual model of librarian and classroom teacher as co-teachers in an integrated setting
    Media 21 Target Groups and Timeline
  • 27. the chemistry of collaboration: the dynamics of the media 21 project
  • 28.
  • 29. media 21 project
  • 30. august 2009: building blocks for learning
  • 31. Introduction of concept of “networked student”
    Introduction of essential learning tools and cloud computing(wikis, gmail, google docs, blogs, )
    Exploration of social media as an information source for research
    August 2009
  • 32. create conversations about collaborative knowledge building using wikis and inquiry based activities
    1.1.9 collaborate with others to broaden and deepen understanding
    1.3.4 contribute to the exchange of ideas within the learning community
    4.1.7 use social networks and information tools to gather and share information
  • 33.
  • 34.
  • 35. August 2009 Observations and Reflections
    more needed than anticipated for learning activities and student collaboration; 50 minutes is not enough for this kind of immersed learning
    more needed than anticipated for planning, creating, reflecting
    Student engagement
    Embracing messiness
    Student patience and open-minded outlook
  • 36. september 2009:
    connecting learning and social media
    to the world
  • 37. Inquiry into social media for social good
    Introduction of our Issues in Africa research initiative and literature circles: book tasting
    Mid quarter reflections
    September 2009
  • 38.
  • 39.
  • 40.
  • 41.
  • 42. Midquarter Student Reflections
    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.
    Loren T.
  • 43. Students extended learning to real-world situations
    Students loved Google Docs, Gmail, Google Sites, and blogging
    Students had mixed feelings about the Wetpaint wiki---some found it confusing to navigate
    September 2009 Reflections and Observations
  • 44. Students loved group and collaborative activities
    Students indicated they needed help with certain writing strategies
    Some students indicated they needed help managing multiple class streams of information and tools
    September 2009 Reflections and Observations
  • 45. october-november 2009: pulling it all together for painting a bigger picture of learning
  • 46. Introduction of our Issues in Africa research initiative and literature circles
    Using the tools for original content creation
    Using the tools for reflection and transparency
    Using the tools for collaborative knowledge building
    October-November 2009
  • 47.
  • 48. Two in-class literature circle meetings each week (each group determined its own reading schedule)
    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
    Two weekly reading journals (posted to individual blog) per week
    Student Learning Activities: Issues in Africa
  • 49. A weekly research reflection is required on individual blogs each week
    Three days in class per week for research and research mini-lessons and/or to work on multigenre projects
    Students use Diigo to bookmark web-based resources; they may use Diigo to create web-based notes/annotations
    Students use Noodletools for citation management; they may also use the electronic notecard feature
    Student Learning Activities: Issues in Africa
  • 50. Blog posts
    Lit circle wikis
    Diigo bookmarks
    Noodletools list and notes
    A written paper
    Five multigenre artifacts and reflections
    A learning portfolio created in Google Sites
    Learning Artifacts: Issues in Africa
  • 51. 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
  • 52. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success.
    1.1.9 Collaborate with others to broaden and deepen understanding.
  • 53. blogs
  • 54. 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.
  • 55. 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
  • 56. diigo: sticky notes/highlighting
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
  • 62.
  • 63.
  • 64.
  • 65. Most students embraced the freedom and responsibility for learning given to them
    Students liked having flexibility in the kinds of information sources they could use
    Students especially liked using Google News and Gale Global Issues in Context
    Students did not use as many social media sources as I anticipated
    October-November 2009 Reflections and Observations
  • 66. Some student resistance to student inquiry; disruption of school culture of learning
    Some students fell behind and experienced difficulty keeping up due to absences caused by a major virus outbreak in our school during October
    Time for me to actively reflect and compose those reflections on my blog
    October-November 2009 Challenges
  • 67. november-december 2009:
    synthesizing ideas with presentation zen
  • 68. Presentation zen
    Digital citizenship
    Creative Commons
    November-December 2009
  • 69. create conversations about digital citizenship and ethical use of information
    1.3.3 follow ethical and legal guidelines in gathering and using information
  • 70.
  • 71.
  • 72.
  • 73.
  • 74. Student Reflections on 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.”
  • 75. Student Reflections on 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.”
  • 76. Students embraced the principles and concepts of presentation zen
    Students overcame their fears of public speaking
    Students wondered if we could continue learning in this kind of environment
    Assessment sometimes feels murky
    November-December 2009 Observations/Reflections
  • 77. Personal Learning Environments with Netvibes/Information Dashboards
    Social Bookmarking with Evernote
    Google Sites Portfolios
    Interviews with Real World Experts
    Presentation Zen
    March –May 2010: Veterans’ Issues
  • 78.
  • 79.
  • 80.
  • 81.
  • 82.
  • 83.
  • 84.
  • 85.
  • 86.
  • 87.
  • 88.
  • 89. Began with unit study of Cry, the Beloved Country
    Inquiry circles
    More scaffolding with writing assignments (formal and informal)
    Deeper metacognition with research reflections
    More collaborative learning (i.e. collaborative research paper, Google Docs)
    Tools: Wikispaces, Google Calendar, Google Docs, NoodleTools, Evernote, Wordpress
    2010-11 Media 21/Learning 21
  • 90. what have I learned?
  • 91. it takes time to grow a learning environment and learners rooted in
    connectivism and participatory culture
  • 92. baby steps are OK
  • 93. anticipate some pushback
  • 94. students, teachers, and librarians should embrace the messiness of learning
  • 95. collaboration, teamwork, and the power of your own personal learning network inspire innovation and risk taking
  • 96. “No risk, no art. No art, no
    Seth Godin
    CC image via
    Seth Godin, September 2010
  • 97. future directions
  • 98. help students plug into an expanded menu of information sources
  • 99. continue to nurture and scaffold metacognition and critical thinking as we expand our definition of information literacy
  • 100. help students forge their own paths for learning
    Image used under a CC license from
  • 101. filter selectively to cultivate their interests and passions for lifelong learning
    Image used under a CC license from
  • 102. expand our students’ universe
    cc licensed photo by
  • 103. contact information