Transforming                                                                                            Information Litera...
how are we helping students create conversationsabout multiple ways of reading and writing today’sworld?
how to provide learning                                                                               experiences that    ...
our canvas for                     reframing our                           vision of                       information    ...
Transliteracy is the ability to read,write and interact across a range ofplatforms, tools and media fromsigning and oralit...
but what does that really mean?
CC image viahttp://www.flickr.com/photos/drh/2578799446/sizes/l/in/photostream/
Transliteracy is an umbrella term encompassingdifferent literacies and multiple communicationchannels that require active ...
Transliteracy is a “a convergence of literacies”(Lippincott, 2007: 17) as the boundariesbetween medial literacy, digital l...
“The most fundamental notion oftransliteracy is the ability to adapt.It’s creating a literacy and fluiditybetween mediums ...
Transliteracy is concerned with mappingmeaning across different media and not withdeveloping particular literacies about v...
…thinking linearly about literacy is seldoma good idea. Literacy should be thought ofas a holistic ecology, not a linear s...
“the process of being                                                                           transliterate does not hav...
“embrace the potentials andchallenges of this [participatory]emerging culture not as areplacement for existing printpracti...
http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html
CC image via http://bit.ly/r8oa8n
how do we disrupt what paulo freire terms the “banking” system of education that devalues                  inquiry?Image u...
we can’t cultivate networked learners without         putting pedagogy before toolsCC image via http://www.flickr.com/phot...
the inquirydrivenclassroom…                                                   CC image via http://www.flickr.com/photos/at...
Graphic used with permission from Dr. Barbara Stripling
values dis-ease--there are manyquestions raised without answersSource: http://www.slideshare.net/buffyjhamilton/buffy-hami...
establishesmore thanthe teacheras validatorof knowledge/workCC image viahttp://www.flickr.com/photos/sudhamshu/4208690449/...
nurtures a feeling of responsibility tooneself and to the classCC image via http://www.flickr.com/photos/alltoomuch/338993...
recognizes classroom as a complicated, non-       laboratory place filled with complex, caring                     human b...
fights culture of school that wants THEright answerSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-respons...
exercises patience- doesnt give up too quickly andrealizes community/learning/inquiry doesnt happenovernightSource: http:/...
values transparency and make the class part            of determining what is occurring                                   ...
relatively low barriers to artisticexpression and civic engagement
strong support for creating and sharing one’screations with others
what is known by the most experienced is         passed along to novices
members believe that their contributions               matter
members feel some degree of social            connection with one anotherCC image via http://www.flickr.com/photos/buildin...
how can an inquiry stance onlearning encourageparticipatory learning andtransliterate learningpractices/experiences?
multiple tools, multiple literaciesCC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-1055745...
Graphic used with permission from Dr. Barbara Stripling
Source: http://www.slideshare.net/theunquietlibrary/inquiry-and-the-learning-process
1    connect
“awakening prior knowledge”                                                                                            Kri...
Connecting    providing context     and background                        providing focus to deal   knowledge/building    ...
Connecting             Collaborative   Scale/share   Provide              knowledge      constructed   choices            ...
Connecting: Transliterate Strategies   KWL (traditional paper and virtual   means) and pre-searching   Face to face discus...
MindomoCC image via http://www.flickr.com/photos/azureluv/418634544/sizes/o/in/photostream/
Bubbl.usCC image via hhttp://www.flickr.com/photos/trufflepig/3357979840/sizes/l/in/photostream/p://www.flickr.com/photos/...
Source: http://theunquietlibrarian.wordpress.com/2012/01/26/media-21-student-shares-her-creative-approach-to-mindmapping/
Student Reactions to Mindmapping• Students were generally quite positive about the  process and indicated it was helpful i...
Student Reactions to Mindmapping• Several students also indicated they felt creating the  mindmap helped them better synth...
2                                                                           wonderCC image via http://www.flickr.com/photo...
Wonder                             Scale/share              Small/whole    constructedDeveloping                 group    ...
collective knowledge and curation as wewonderCC image via http://www.flickr.com/photos/antphotos/3460832408/sizes/l/in/pho...
fishbowl discussions
CC image via http://www.flickr.com/photos/shareski/5669939986/sizes/l/in/photostream/
3    investigate
Investigate                  Organizing    Evaluating Search Skills                 Information   Information Reflection/ ...
inquiry, engagement, and collectiveintelligence face to face
inquiry, engagement, and collectiveintelligence via virtual mediums
netvibes
symbaloo
curation
citation management and collaborative sourceevaluation
4    construct
Constructing New Understandings                    Synthesis                Finding patterns/                  relationshi...
CC image viahttp://www.flickr.com/photos/lizadaly/2944376209/sizes/l/in/photostream/
CC image via http://www.flickr.com/photos/ableman/283139915/sizes/l/in/photostream/
Source: http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf
CC image via http://www.flickr.com/photos/tambako/3129100592/sizes/l/in/faves-10557450@N04/
CC image via http://www.flickr.com/photos/familymwr/4989283309/sizes/l/in/photostream/
Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2
Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2
5                                                                                                expressCC image via http:...
Express  Shared Learning   Authenticity/   Digital Rigor     Creativity
“Looking at this across thedisciplines you start to seehow important theknowledge-creationactivity plays into thesense of ...
netvibes
digital research “texts”
6                                                                       reflectCC image via http://www.flickr.com/photos/d...
Reflect   process   product
Reflect: Assessment and Evaluation              Formative       Self               Summative
formativeassessment:                                                         the                                          ...
Formative Assessment • Formative assessments engage the school   library media specialist, classroom teacher,   and studen...
summativeassessment is themeasurement of knowledgeand skills at the end of aprocess of learning inorder todetermine       ...
Summative Assessments  •   Presentations         • Multimedia creations                              (Voice Thread, Video,...
student self-assessment:who is in charge ofyourlearning?
Standards for the 21st Century Learner                 in ActionOriginal photography by Buffy J. Hamilton
Benefits of Student Self-Assessment •   Encourages participatory learning •   Increases intrinsic motivation •   Helps stu...
Examples of Student Led Formative                      Assessments • Reflecting (learning      • Questions   logs or blogs...
Rubric Source: http://ourlostchildren.wikispaces.com/file/view/VoiceThread+Rubric.pdf
Source:http://teachingsagittarian.com/2009/03/voicethread-as-a-digital-portfolio/
Source: http://www.slideshare.net/buffyjhamilton/post-fishbowl-discussion-reflections
Source: http://www.slideshare.net/buffyjhamilton/information-source-evaluation-jackson-hamilton-hero-project-winter-2012
Source: http://www.slideshare.net/theunquietlibrary/digital-research-project-peer-review-form-media-21-fall-2011-prezi
CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/
connectingcreatingcollaboratingconstructing
CC image viahttp://www.flickr.com/photos/xjrlokix/5097846224/sizes/l/in/photostream/
contact information                             buffy.hamilton@gmail.com              http://theunquietlibrarian.wordpress...
Works CitedBerger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly     26.5 (2010): n. pag. School Library Mont...
Works CitedHarada, Violet. “Self-assessment: Challenging students to take charge of learning.”      School Library Monthly...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participator...
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Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participatory Learning

  1. 1. Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participatory Learning Presented by Buffy J. Hamilton | February 2012 |NEFLINCC image via http://www.flickr.com/photos/mindfulness/33922613/sizes/l/in/photostream/
  2. 2. how are we helping students create conversationsabout multiple ways of reading and writing today’sworld?
  3. 3. how to provide learning experiences that provide students more ownership and increased participation in conversations for learningCC image via http://www.flickr.com/photos/guillaumeseguin/5294641318/sizes/l/in/faves-10557450@N04/
  4. 4. our canvas for reframing our vision of information literacy: transliteracy, inquiry, and participatory learning and culture CC image viahttp://www.flickr.com/photos/blueshoe/5645198954/sizes/o/in/photostream/
  5. 5. 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/
  6. 6. but what does that really mean?
  7. 7. CC image viahttp://www.flickr.com/photos/drh/2578799446/sizes/l/in/photostream/
  8. 8. 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
  9. 9. 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
  10. 10. “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/
  11. 11. 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
  12. 12. …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
  13. 13. “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/
  14. 14. “embrace the potentials andchallenges of this [participatory]emerging culture not as areplacement for existing printpractices but as an expansion ofthem”~henry jenkins~
  15. 15. http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html
  16. 16. CC image via http://bit.ly/r8oa8n
  17. 17. 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/
  18. 18. we can’t cultivate networked learners without putting pedagogy before toolsCC image via http://www.flickr.com/photos/wheatfields/116732195/sizes/l/in/photostream/
  19. 19. the inquirydrivenclassroom… CC image via http://www.flickr.com/photos/atbaker/53743882/sizes/l/in/faves- 10557450@N04/
  20. 20. Graphic used with permission from Dr. Barbara Stripling
  21. 21. 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/
  22. 22. 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
  23. 23. 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
  24. 24. 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
  25. 25. fights culture of school that wants THEright answerSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  26. 26. exercises patience- doesnt give up too quickly andrealizes community/learning/inquiry doesnt happenovernightSource: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  27. 27. 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/
  28. 28. relatively low barriers to artisticexpression and civic engagement
  29. 29. strong support for creating and sharing one’screations with others
  30. 30. what is known by the most experienced is passed along to novices
  31. 31. members believe that their contributions matter
  32. 32. 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/
  33. 33. how can an inquiry stance onlearning encourageparticipatory learning andtransliterate learningpractices/experiences?
  34. 34. multiple tools, multiple literaciesCC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
  35. 35. Graphic used with permission from Dr. Barbara Stripling
  36. 36. Source: http://www.slideshare.net/theunquietlibrary/inquiry-and-the-learning-process
  37. 37. 1 connect
  38. 38. “awakening prior knowledge” Kristin FontichiaroCC image via http://www.flickr.com/photos/guccibear2005/141861924/sizes/l/in/photostream/
  39. 39. Connecting providing context and background providing focus to deal knowledge/building with information schema overload (big idea thinking)
  40. 40. Connecting Collaborative Scale/share Provide knowledge constructed choices building knowledge
  41. 41. 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
  42. 42. MindomoCC image via http://www.flickr.com/photos/azureluv/418634544/sizes/o/in/photostream/
  43. 43. Bubbl.usCC image via hhttp://www.flickr.com/photos/trufflepig/3357979840/sizes/l/in/photostream/p://www.flickr.com/photos/azureluv/418634544/sizes/o/in
  44. 44. Source: http://theunquietlibrarian.wordpress.com/2012/01/26/media-21-student-shares-her-creative-approach-to-mindmapping/
  45. 45. Student Reactions to Mindmapping• Students were generally quite positive about the process and indicated it was helpful in better discerning important information and big ideas as well as organizing that information; this feedback was encouraging since these were challenges students identified in our research project last semester.• Other students shared they felt they were able to initiate and sustain a richer level of participation and engagement as members of their Fishbowls because the mindmap helped them easily remember key ideas they wanted to share and was a quick way to prompt talking points as opposed to looking a written reflection.
  46. 46. Student Reactions to Mindmapping• Several students also indicated they felt creating the mindmap helped them better synthesize and remember the information they were finding in their research.• Some students indicated they would enjoy having the option to create a mindmap rather than always writing a narrative reflection for Fishbowl discussions about their novel/book studies.• One student shared that the mindmapping helped her feel as though her Fishbowl now had multiple experts on different topics and that the group was able to cover a broader amount of information with more depth; additionally, she thought the mindmap sharing created a different element of fun for the Fishbowl discussion. She described mindmapping as helping students to create a “3D” perspective about a topic instead of just “brushing the surface with a boring 2D” perspective.
  47. 47. 2 wonderCC image via http://www.flickr.com/photos/mymollypop/2646559132/sizes/l/
  48. 48. Wonder Scale/share Small/whole constructedDeveloping group knowledge questions brainstorming with larger “classroom”
  49. 49. collective knowledge and curation as wewonderCC image via http://www.flickr.com/photos/antphotos/3460832408/sizes/l/in/photostream/
  50. 50. fishbowl discussions
  51. 51. CC image via http://www.flickr.com/photos/shareski/5669939986/sizes/l/in/photostream/
  52. 52. 3 investigate
  53. 53. Investigate Organizing Evaluating Search Skills Information Information Reflection/ Information Ethical use ofMetacognition dashboards information
  54. 54. inquiry, engagement, and collectiveintelligence face to face
  55. 55. inquiry, engagement, and collectiveintelligence via virtual mediums
  56. 56. netvibes
  57. 57. symbaloo
  58. 58. curation
  59. 59. citation management and collaborative sourceevaluation
  60. 60. 4 construct
  61. 61. Constructing New Understandings Synthesis Finding patterns/ relationships Developing conclusions
  62. 62. CC image viahttp://www.flickr.com/photos/lizadaly/2944376209/sizes/l/in/photostream/
  63. 63. CC image via http://www.flickr.com/photos/ableman/283139915/sizes/l/in/photostream/
  64. 64. Source: http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf
  65. 65. CC image via http://www.flickr.com/photos/tambako/3129100592/sizes/l/in/faves-10557450@N04/
  66. 66. CC image via http://www.flickr.com/photos/familymwr/4989283309/sizes/l/in/photostream/
  67. 67. Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2
  68. 68. Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2
  69. 69. 5 expressCC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
  70. 70. Express Shared Learning Authenticity/ Digital Rigor Creativity
  71. 71. “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
  72. 72. netvibes
  73. 73. digital research “texts”
  74. 74. 6 reflectCC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/
  75. 75. Reflect process product
  76. 76. Reflect: Assessment and Evaluation Formative Self Summative
  77. 77. formativeassessment: the measurement of knowledge and skills during the process of learningSource: Stripling, 2007/2009, pp. 167-68
  78. 78. 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
  79. 79. 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
  80. 80. Summative Assessments • Presentations • Multimedia creations (Voice Thread, Video, • Portfolios Glogster) • Text based papers • Tests/Exams • Reflective narratives • Performance based tasksSource: Stripling, 2009
  81. 81. student self-assessment:who is in charge ofyourlearning?
  82. 82. Standards for the 21st Century Learner in ActionOriginal photography by Buffy J. Hamilton
  83. 83. 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
  84. 84. 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
  85. 85. Rubric Source: http://ourlostchildren.wikispaces.com/file/view/VoiceThread+Rubric.pdf
  86. 86. Source:http://teachingsagittarian.com/2009/03/voicethread-as-a-digital-portfolio/
  87. 87. Source: http://www.slideshare.net/buffyjhamilton/post-fishbowl-discussion-reflections
  88. 88. Source: http://www.slideshare.net/buffyjhamilton/information-source-evaluation-jackson-hamilton-hero-project-winter-2012
  89. 89. Source: http://www.slideshare.net/theunquietlibrary/digital-research-project-peer-review-form-media-21-fall-2011-prezi
  90. 90. CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/
  91. 91. connectingcreatingcollaboratingconstructing
  92. 92. CC image viahttp://www.flickr.com/photos/xjrlokix/5097846224/sizes/l/in/photostream/
  93. 93. contact information buffy.hamilton@gmail.com http://theunquietlibrarian.wordpress.com http://buffyjhamilton.wordpress.com Twitter: @buffyjhamilton
  94. 94. 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>.
  95. 95. 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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