Skills and assunptions
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Skills and assunptions

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Presentation by Ian McCracken a member of the Scottish Information Literacy Community of Practice for the Cross party group on digital participation in Scotland 4th September 2013 highlighting some of ...

Presentation by Ian McCracken a member of the Scottish Information Literacy Community of Practice for the Cross party group on digital participation in Scotland 4th September 2013 highlighting some of the challenges pupils/students etc face.

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Skills and assunptions Skills and assunptions Presentation Transcript

  • Ian McCrackenIan McCracken Founder MemberFounder Member http://www.therightinformation.org/http://www.therightinformation.org/ (Information Skills for a 21(Information Skills for a 21stst Century ScotlandCentury Scotland Skills and assumptionsSkills and assumptions
  • Teacher’s Question – “What weapons were used in the Spanish Civil War?” Pupil’s Answer ( copied from Yahoo Answers) “Muskets, swords and the good old bayonet”
  • “We will not be adding the guidance on enquiry skills [as] there’s a lot out there and we’d expect teachers to provide the support required” Quote from Social Subjects Advisor in Glasgow when concerns expressed about the Challenge pack
  • Edward Jenner – mass murderer!Edward Jenner – mass murderer! (courtesy of Springwell School, Middlesex)(courtesy of Springwell School, Middlesex) https://www.makewav.es/story/35968/title/edwardjenner
  • “Just Google it”
  • What do all these examples haveWhat do all these examples have in common?in common? Assumptions!Assumptions!
  • What’s “assumed”- 1What’s “assumed”- 1  - That pupils have developed searching- That pupils have developed searching skills (Whose job was/is it to teach them?)skills (Whose job was/is it to teach them?)  - That pupils know what keywords are and- That pupils know what keywords are and how to use them (“Isn’t it just easier to copyhow to use them (“Isn’t it just easier to copy & paste a question into Google?”)& paste a question into Google?”)  - That pupils know how to use a search- That pupils know how to use a search engine (who taught them-and how?)engine (who taught them-and how?)
  • What’s assumed-2What’s assumed-2  Accessibility of informationAccessibility of information - Will the answer leap out at a pupil?- Will the answer leap out at a pupil? - If pupils have just “Googled” the question, will- If pupils have just “Googled” the question, will they know the RIGHT answer if they find it?they know the RIGHT answer if they find it? Recently, Glasgow City Chambers showed aRecently, Glasgow City Chambers showed a presentation from a Glasgow School as an example forpresentation from a Glasgow School as an example for other schools wanting to commemorate the First Worldother schools wanting to commemorate the First World War-War-
  • Recent evidenceRecent evidence  Last year, a school librarian (Kateri Wilson)Last year, a school librarian (Kateri Wilson) in West Lothian conducted a whole schoolin West Lothian conducted a whole school survey-as far as I can establish-the first ofsurvey-as far as I can establish-the first of its kind anywhere in Scotlandits kind anywhere in Scotland  907 Pupils Responded907 Pupils Responded
  • “What concerns me is that the same skills are needed to book flights or buy clothes as to research academic papers. There are assumptions made about the ability of pupils to use the internet ” (Part of Kateri’s analysis of the results)
  • Supporting evidence from anSupporting evidence from an international science websiteinternational science website evaluation:evaluation:  In 2010, an International Consortium ofIn 2010, an International Consortium of scientific and educational organisationsscientific and educational organisations conducted a major survey of professionalsconducted a major survey of professionals and young people throughout Europeand young people throughout Europe entitled “Yosciweb: young people andentitled “Yosciweb: young people and images of science on websitesimages of science on websites
  • What’s “assumed”-3What’s “assumed”-3 - That pupils will be able to transfer skills- That pupils will be able to transfer skills (but Outcomes and Experiences make that very challenging)(but Outcomes and Experiences make that very challenging) - That pupils know how to make (or take*)- That pupils know how to make (or take*) notesnotes -That pupils will take the time to check that-That pupils will take the time to check that they’ve found the right answer – and not justthey’ve found the right answer – and not just copy and paste-incipient plagiarism, perhaps?copy and paste-incipient plagiarism, perhaps? *A clear distinction between making & taking notes is evident in the*A clear distinction between making & taking notes is evident in the Scottish CfE, with “taking” seen as more active and thus desirableScottish CfE, with “taking” seen as more active and thus desirable
  • Some further points to considerSome further points to consider  Pupils’ measure of success may be how quicklyPupils’ measure of success may be how quickly they found ANY answer or how much they foundthey found ANY answer or how much they found –– NOT whether it actually answers the questionNOT whether it actually answers the question  Often marks are not even considered for how wellOften marks are not even considered for how well the pupil went about the search process, or howthe pupil went about the search process, or how “original” the answer may be -just how many“original” the answer may be -just how many pages long it is: sopages long it is: so there is nothere is no opportunity or incentive to learnopportunity or incentive to learn good search skillsgood search skills
  • What can you do?What can you do? – Use every opportunity to ensure yourUse every opportunity to ensure your employees/students/pupils have the necessaryemployees/students/pupils have the necessary skills (these issues don’t just affect schools orskills (these issues don’t just affect schools or universities !)universities !) – Encourage reflection and evaluation andEncourage reflection and evaluation and highlight good practicehighlight good practice – Point out implications and connectionsPoint out implications and connections – Become more aware of the work being done byBecome more aware of the work being done by “The Right Information” Organisation-which“The Right Information” Organisation-which John is just going to tell you all about!John is just going to tell you all about!
  • Thank you for listeningThank you for listening Any questions?Any questions? Please contact me if you want to ask mePlease contact me if you want to ask me more, or if I can help at allmore, or if I can help at all IMcCracken@govanhigh.glasgow.sch.ukIMcCracken@govanhigh.glasgow.sch.uk