Currents In Learning Resources Standards, Lessons, Learners, And Life

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Keynote presentation for the Southern Illinois Learning Resources Cooperative, Edwardsville, Illinois, November 6, 2009

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Currents In Learning Resources Standards, Lessons, Learners, And Life

  1. 1. Currents in Learning Resources: Standards, Lessons, Learners, and Life Sean Cordes Assistant Professor Western Illinois University
  2. 2. The State of Things <ul><li>“ It is radical conditions which have changed,” he wrote, “and only a radical change in education suffices… Knowledge is no longer an immobile solid; it has been liquefied.” </li></ul><ul><li>Dewey, J. (1980). The School and Society. Carbondale, IL: Southern Illinois University Press. </li></ul>
  3. 3. The Big Challenge <ul><li>“ While there is much discussion today about </li></ul><ul><li>information literacy, proper implementation of </li></ul><ul><li>it within university campuses is still a struggle, </li></ul><ul><li>often due to the fact that librarians and </li></ul><ul><li>teaching faculty have different “cultures” that </li></ul><ul><li>create different priorities.” </li></ul><ul><li>Librarians focus more on process and </li></ul><ul><li>Faculty focus more on content </li></ul><ul><li>The two are not mutually exclusive. &quot; Can't Get No Respect: Helping Faculty to Understand the Educational Power of Information Literacy. &quot; The Reference Librarian 43, no. 89/90 (2005): 63-80.  Also published in Relationships Between Teaching Faculty and Teaching Librarians: Do You Really Get More Flies with Honey? Binghampton, NY: Haworth Press, 2005, 63-80. </li></ul>
  4. 4. The Mind Map – You can take it with you
  5. 5. ACTIVITY-MindMeister <ul><li>As a group create a mind map on the topic of Instructional Resources </li></ul><ul><li>Group leader(s) sets up account on www.mindemeister.com </li></ul><ul><li>Members contribute ideas for group branches on collaborative map </li></ul><ul><li>Group leader(s) inputs content to map. </li></ul>
  6. 6. Information Literacy and Library Skills <ul><li>Information Literacy skills and Library skills are similar…but they are not the same! </li></ul>
  7. 7. Standards- AASL/AECT <ul><li>AASL/AECT-American Association of School Libraries, Association of Educational Technologies and Communications </li></ul><ul><li>Information Literacy Standards for student learning </li></ul><ul><li>9 points, 21 indicators http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandars/informationpower/InformationLiteracyStandards_final.pdf </li></ul>
  8. 8. AASL/AECT-Independent Learning <ul><li>The student who is an independent learner is information literate </li></ul><ul><li>Pursues information related to personal interests. </li></ul><ul><li>Appreciates literature and other creative expressions of information. </li></ul><ul><li>Strives for excellence in information seeking and knowledge generation. </li></ul>
  9. 9. <ul><li>The student who is information literate accesses information efficiently and effectively. </li></ul><ul><li>The student who is information literate evaluates information critically and competently. </li></ul><ul><li>The student who is information literate uses information accurately and creatively. </li></ul>AASL/AECT-Information Literacy
  10. 10. AASL/AECT- Social Responsibility <ul><li>Recognizes the importance of information to a democratic society </li></ul><ul><li>Practices ethical behavior in regard to information and information technology </li></ul><ul><li>Participates effectively in groups to pursue and generate information </li></ul>
  11. 11. Standards - ACRL <ul><li>Association of College and Research Libraries </li></ul><ul><li>Information Literacy Competency Standards for Higher Education </li></ul><ul><li>5 Points, 21 indicators http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm </li></ul>
  12. 12. ACRL Standards <ul><li>The information Literate Student </li></ul><ul><li>Determines the extent of information needed </li></ul><ul><li>Accesses the needed information effectively and efficiently </li></ul><ul><li>Evaluates information and its sources critically </li></ul><ul><li>Individually or as a member of a group, uses information effectively to accomplish a specific purpose. </li></ul><ul><li>Understands many of the economic, legal, and social issues surrounding the use of information and accesses and uses information ethically and legally. </li></ul>
  13. 13. The Big Picture <ul><li>Students need to understand the nature and scope of information problems </li></ul><ul><li>Students should be able to use available means to get the information need to solve the problem. </li></ul><ul><li>Students should be able to tell whether information is of a suitable quality and type to solve the problem. </li></ul><ul><li>Students should be able to work alone or in groups to solve the problems. </li></ul><ul><li>Students can do this ethically and responsibly. </li></ul>
  14. 14. The Scope <ul><li>Students understand the nature and scope of information problems </li></ul><ul><li>The question </li></ul><ul><li>The information needed </li></ul><ul><li>Where to look </li></ul><ul><li>How to look </li></ul><ul><li>How to present it </li></ul>
  15. 15. The Means <ul><li>Students can use available means to get the information need to solve the problem. </li></ul><ul><li>Catalog </li></ul><ul><li>Internet </li></ul><ul><li>Community </li></ul>
  16. 16. Evaluating information <ul><li>Type </li></ul><ul><li>Quality </li></ul><ul><li>Availability </li></ul><ul><li>Suitability </li></ul>
  17. 17. Alone and in Collaboration <ul><li>Information Literacy Skills </li></ul><ul><li>Time Management Skills </li></ul><ul><li>Digital Literacy Skills </li></ul><ul><li>Inter-Personal Skills </li></ul>
  18. 18. Ethical Use <ul><li>Piracy </li></ul><ul><li>Plagiarism </li></ul><ul><li>Cyber Bullying </li></ul>
  19. 19. <ul><li>Access to Resources is an issue! </li></ul><ul><li>1.Access to tools http://wiu.libguides.com/content.php?pid=77181 </li></ul><ul><li>2.Access to content http://wiu.libguides.com/content.php?pid=52532 </li></ul>Teaching Out of the Box=Trouble?
  20. 20. Teaching Out of the Box=Trouble? <ul><li>You can inform with… </li></ul><ul><li>U.S. Copyright Office </li></ul><ul><li>http://www.copyright.gov/help/faq/faq-fairuse.html </li></ul><ul><li>Fair Use Guide For Teachers and Students http://www.wiu.edu/library/services/digital_studio/documents/Copyright.pdf </li></ul><ul><li>A Fair(y) Use Tale http://www.youtube.com/watch?v=CJn_jC4FNDo </li></ul>
  21. 21. <ul><li>You can assist with… </li></ul><ul><li>Online Teaching Tools http:// wiu.libguides.com/content.php?pid =77181 </li></ul><ul><li>Finding Media on the Web http://wiu.libguides.com/content.php?pid=52532 </li></ul><ul><li>A key part of teaching with technology is providing students with ethical and effective opportunities. </li></ul>Teaching Out of the Box=Trouble?
  22. 22. ACTIVITY-Myxer <ul><li>Create your own fair use ringtone </li></ul><ul><li>Download a song from http://wiu.edu/users/csc115/music/ </li></ul><ul><li>Go to www.myxer.com SIGN UP! </li></ul><ul><li>Go to the Make Your Own Tab </li></ul><ul><li>Upload the song </li></ul><ul><li>Use the sliders to adjust the length and area of the song capture </li></ul><ul><li>Add fade in and/or fade out, Click Continue </li></ul><ul><li>Enter phone number, sign in, Click Next </li></ul><ul><li>Click Send to Phone </li></ul><ul><li>Open Message on phone </li></ul><ul><li>Save as Ringtone </li></ul>
  23. 23. Teaching Strategies
  24. 24. IL Teaching Strategies <ul><li>Inquiry-based learning- Learning should be based around student's questions. Requires students to work together to solve problems rather than receiving direct instructions </li></ul><ul><li>The teacher's job in an inquiry learning environment is to help students along the process of discovering knowledge themselves. </li></ul>
  25. 25. Inquiry Based Learning Example 1 Books, Web Sites, Music, Images Boolean Venn Diagram Digital Print Fill in the Venn diagram to show which media types are print or digital, and show also which are both And Or Or
  26. 26. Inquiry Based Learning Example 2 Text Grid representation of the relationship between forms of text and literacy elements based design elements for the multimodal text “UEFA Soccer” Modes Design Elements
  27. 27. What We Learn <ul><li>Turn information into useful knowledge. </li></ul><ul><li>Stresses skill development and nurtures the development of good habits of mind. </li></ul><ul><li>Provides useful context, and application for information </li></ul><ul><li>Develops connections between activities within a particular subject. </li></ul>
  28. 28. Teaching Strategies <ul><li>Problem-based learning- is a student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. Characteristics of PBL are: </li></ul><ul><li>Learning is driven by challenging, open-ended problems. </li></ul><ul><li>Students work in small collaborative groups. </li></ul><ul><li>Teachers take on the role as &quot;facilitators&quot; of learning. </li></ul>
  29. 29. Problem Based Learning Example Use the tools to transfer content and combine it into a single object Flickr Photo Site Animoto Video Site WordPress Class Blog Site
  30. 30. Teaching Strategies <ul><li>Contstructivism assumes that learners construct their own knowledge on the basis of interaction with their environment. </li></ul><ul><li>Knowledge is physically constructed by learners who are involved in active learning </li></ul><ul><li>Knowledge is symbolically constructed by learners who are making their own representations of action </li></ul><ul><li>Knowledge is socially constructed by learners who convey their meaning making to others; </li></ul><ul><li>Knowledge is theoretically constructed by learners who try to explain things they don't completely understand </li></ul><ul><li>Example-Google Site http://sites.google.com/site/lib201site/ </li></ul>
  31. 31. <ul><li>To create meaningful information objects by combining media types including language and objects </li></ul><ul><li>To understand the process of trial, error, and consequence relating to technology use </li></ul><ul><li>To understand the relationship of rules, tools, labor, and community relating to information systems </li></ul>What we learn
  32. 32. Constructivist Learning Example Web Site Develop a research question and develop a presentation web site using multiple content types and tools. http://sites.google.com/site/lib201site/
  33. 33. Thoughts on Constructivist Activity <ul><li>I was having some trouble in class yesterday adding a youtube video to my site due to the fact that youtube wasn't working on 4 computers that i tried it on. still i added a URL to the link in hopes that it would work. It showed the video as added but would not play. I came home and made sure that the video was able to play, added correctly, and searched for another video to add as my 4th one. </li></ul>
  34. 34. Thoughts on Constructivist Activity <ul><li>I was having some trouble getting the books from librarything.com to show up on my page. It would add them on the website, and not show all of them once i looked on my web page. I asked the teacher what to do about it and he instructed me to edit my page, then to edit my preferences. Once i got into that I just made the column wider and taller. Doing this allowed me to be able to view all 5 of the books that i had added. </li></ul>
  35. 35. Thoughts on Constructivist Activity <ul><li>When finding pictures for my topic, I kept getting cartoons and pictures that were jokes, so I chose to use one picture for my topic that was humorist in order to catch people’s attention. This picture was funny and is suppose to be sarcastic about racial profiling starting at a young age, it’s a little boy driving his toy car with a police officer sitting next to him, issuing a ticket. This was funny but to get on a more serious level I added more pictures the next one was a man being racial profiled in a convenience store as he was going to rob the store. </li></ul>
  36. 36. What we learn <ul><li>To see information parts as a whole </li></ul><ul><li>To analyze media for messages </li></ul><ul><li>To relate the experience of others to ourselves </li></ul><ul><li>To understand how information transforms us, and how we transform information </li></ul>
  37. 37. The Partnership for 21 st Century Skills http://www.21stcenturyskills.org Standards & Assessments Curriculum & Instruction Professional Development Learning Environments Life & Career Skills Learning & Innovation Skills Core Subjects & 21C Themes Information, Media, & Technology Skills
  38. 38. Learning and the Modern Learner
  39. 39. <ul><li>Information will be pervasive </li></ul><ul><li>Informational computing will be an extension of the self </li></ul><ul><li>Those with access and ability to information and information technologies will have the edge over those who do not </li></ul><ul><li>Educators will be on the trailing edge in some cases, the leading edge in others. </li></ul><ul><li>http://link.brightcove.com/services/player/bcpid1815813330?bctid=10280440001 </li></ul>Learning and the Modern Learner
  40. 40. The Modern Literacies <ul><li>Information Literacy </li></ul><ul><li>Visual literacy is the ability to analyze, create, and use, images and video using technology and media to enable critical thinking </li></ul><ul><li>Multicultural literacy is the ability to acknowledge, compare, contrast, and appreciate commonalities and differences in culture </li></ul><ul><li>Media literacy is the process of accessing, analyzing, evaluating and creating messages in a wide variety of media modes </li></ul><ul><li>Digital Literacy is the ability to apply technology to access and use resources in multiple modes and forms. </li></ul>
  41. 41. So what is Information now? <ul><li>Information-Maya Design http:// www.youtube.com/watch?v =WytNkw1xOIc&feature= player_embedded # </li></ul>
  42. 42. Visual Literacy-The Normal
  43. 43. Visual Literacy-To the Novel http://www.psykopaint.com/
  44. 44. Visual Literacy-The Frightening
  45. 45. Visual Literacy-To the Familiar
  46. 46. VL-Content, Technology, and Context <ul><li>Animoto Videos </li></ul><ul><li>http://animoto.com/play/eIwN0ou6hYFOb85hVDAQ2w http://animoto.com/play/mp2V2b6bXDyyJj7IY4DHsw http://animoto.com/play/0MA7Dv8NiMSTh3N93pET1A </li></ul>
  47. 47. VL-Thoughts on Animoto <ul><li>Technical Problem Solving </li></ul><ul><li>I found the song that I wanted and it was in my music folder, but when I went to go upload the song, it was never there. I began to realize that it was because the file was not an mp3 file it was an acc file, so that is where my problem was stemming from. </li></ul>
  48. 48. VL-Thoughts on Animoto <ul><li>Designing Information for impact </li></ul><ul><li>The most difficult part was actually choosing a subject for the project while at the same time thinking of a song that would fit in well with the theme of the images. I’m not experienced with anything of this sort, so that’s why it was so difficult for me. </li></ul>
  49. 49. VL-Thoughts on Animoto <ul><li>Personal Efficacy </li></ul><ul><li>What I liked the best was when I saw the video, I was so happy because when I putting the part together, I did not imagine that it will come out like that. It gave me sense that I could really make a video by myself for anything I want. It was great to create this video. </li></ul>
  50. 50. From Visual to Visualization <ul><li>Simulation of Non-Newtonian Suspensions http://link.brightcove.com/services/player/bcpid1815813330?bctid=32972797001 </li></ul><ul><li>Seasonal C02 Buildup http://link.brightcove.com/services/player/bcpid1815813330?bctid=32966683001 </li></ul>
  51. 51. Media Literacy <ul><li>Periodic Table of Visualization http://www.visual-literacy.org/periodic_table/periodic_table.html </li></ul><ul><li>From Information Aesthetics http:// infosthetics.com / </li></ul><ul><li>Color of our Landscape http://infosthetics.com/archives/2009/10/cartogrammar_revealing_the_colors_of_the_landscape.html </li></ul><ul><li>Participative Bar Charts http://infosthetics.com/archives/2008/09/participative_physical_bar_charts.html </li></ul><ul><li>FleshMap http://infosthetics.com/archives/2008/08/fleshmap_crowdsourcing_sex.html </li></ul>
  52. 52. ML-Evaluating Modern Information <ul><li>The visualization I chose was titled, &quot;Visualizing the Major Health Issues Facing Americans Today.&quot; The visualization came from General Electric. The purpose of the visualization was to show the major health problems that are affecting Americans today and compared them by either age group or gender. You can click around and see how different health issues affect either men or women, or different ages. For example, it showed that 52% of people with diabetes were women and the other 48% were men. The information was based on a random sample of 6MM patient records from GE's proprietary database, and represents some of the conditions that commonly affect Americans today. The numbers and percentages aren't statistically significant; they're meant to represent general trends. Looking at the data in new ways like this can help us understand health and gain new insights about how to take better care of ourselves and the healthcare system. The benefits I take away from the visualization are what women in my age group have a tendency to have health issues with. Any person can get this benefit from this visual. The type of visualization I think it most matches on the perodic table is a pie chart almost. I think this becuase it displays the composition of the health issue only it is laid out not in a circle but just in blocks. I chose the visualization because it was interactive which I liked. This allowed much more information to be conveyed on a single page because it can be altered. </li></ul>
  53. 53. <ul><li>The visualization I chose (the link is at the bottom) shows about 11,000 &quot;good morning&quot; tweets over a 24 hour period, between August 20th and 21st throughout the world. To accomplish this, the graph is in a video format where colored blocks popup from the globe at the location of a &quot;good morning&quot; tweet. The video does a complete 24 hour period so that the blocks will appear in different locations at different times relative to the actual time between August 20th and 21st. The blocks, which represent a &quot;good morning&quot; tweet are color-coded: green blocks are early tweets, orange ones are around 9am, and red tweets are later in the morning. Black blocks are 'out of time' tweets which said &quot;good morning&quot; at a strange time in the day. To gather this data Jer Thorp (the author) uses a program that finds those tweets that contain &quot;good morning&quot; along with the home location that has been listed on their Twitter profile. It should also be noted that this program also picked up on any non-english equivalent of &quot;good morning.&quot; Thus he could map out &quot;good morning&quot; throughout the world. (There is a flaw in his collecting of the data in that his program assumes the person sending the tweet is actually at their listed home-location at the time of the message.) This is just a small sample of Twitter activity around the globe. Thus it gives a small view of where Twitter is actively used. The program of Jer Thorp could be used to collect location data for companies/organizations marketing on Twitter. These companies/organization can then focus their marketing schemes, based on the data, to a specific region or culture. (Though I suspect that such an idea has already been implemented.) </li></ul>ML-Evaluating Modern Information
  54. 54. Cultural Literacy-The Whole is Greater than the Sum Establishing personal relationships paves the way for more cooperative negotiation dynamics. Parties develop a sense that the other group's beliefs and values are similar to their own, and more likely to frame issues as mutual problems, refrain from personal attacks and build on the other side's ideas.
  55. 55. Race the Power of an Illusion California Newsreel http://newsreel.org/nav/title.asp?tc=CN0149 Facts, Quiz, and 3 Part PBS Documentary
  56. 56. 10 Things About Race <ul><li>Race is a modern idea . </li></ul><ul><li>Race has no genetic basis. </li></ul><ul><li>Human subspecies don’t exist. </li></ul><ul><li>Skin color really is only skin deep. </li></ul><ul><li>Most variation is within, not between, &quot;races.&quot; </li></ul><ul><li>Slavery predates race. </li></ul><ul><li>Race and freedom evolved together. </li></ul><ul><li>Race justified social inequalities as natural. </li></ul><ul><li>Race isn’t biological, but racism is still real. </li></ul><ul><li>Colorblindness will not end racism . </li></ul>
  57. 57. ACTIVITY-Multiculturalism in Context <ul><li>Face Transformer </li></ul><ul><li>http://morph.cs.st-andrews.ac.uk//Transformer/ </li></ul><ul><li>Face Photos </li></ul><ul><li>http://wiu.edu/users/csc115/faces/ </li></ul>1. Go to Face Transformer 2. Download photos from directory 3. Upload photo and process the transformation
  58. 58. Assesment
  59. 59. Outcome Based Assessment <ul><li>Skills Based </li></ul><ul><li>Real Life Context </li></ul><ul><li>Access and Use </li></ul><ul><li>Cognitive Skills </li></ul><ul><li>Digital Skills </li></ul><ul><li>Management </li></ul><ul><li>Communication </li></ul>
  60. 60. Standardized Assessment Tests <ul><li>Project Sails </li></ul><ul><li>Project SAILS ® began in 2001 with the goal of developing a standardized test of information literacy skills that would allow libraries to document skill levels for groups of students and to pinpoint areas for improvement. https://www.projectsails.org/sails/aboutSAILS.php?page=aboutSAILS </li></ul>
  61. 61. Standardized Assessment Tests <ul><li>ETS iSkills </li></ul><ul><li>The iSkills assessment helps you ensure your students are ready for success in academia and the workforce. Measures your students’ ability to navigate, critically evaluate and make sense of the wealth of information available through digital technology — so you can make the necessary changes to narrow skill gaps. It also assesses critical thinking in the digital environment http://www.ets.org/portal/site/ets/menuitem.1488512ecfd5b8849a77b13bc3921509/?vgnextoid=159f0e3c27a85110VgnVCM10000022f95190RCRD&vgnextchannel=e5b2a79898a85110VgnVCM10000022f95190RCRD </li></ul>
  62. 62. Standardized Assessment Tests <ul><li>Trails </li></ul><ul><li>There are two general assessments (30 items each), as well as two 10-item assessments in each of the five categories (Develop Topic; Identify Potential Sources; Develop, Use, and Revise Search Strategies; Evaluate Sources and Information; Recognize How to Use Information Responsibly, Ethically, and Legally). The assessment pairs are parallel in terms of concepts addressed and may be used as pre- and post-tests.&quot; -- Free for use by library media specialists and teachers http://trails-9.org/index.php?page=home </li></ul>
  63. 63. Standardized Assessment Tests <ul><li>Additional Resources </li></ul><ul><li>A comprehensive list of assessment testing for information literacy including test sites, descriptions and rubrics for classroom evaluation by instructors can be found here. </li></ul><ul><li>Assessments of Information Literacy Available Online http://jonathan.mueller.faculty.noctrl.edu/infolitassessments.htm </li></ul>
  64. 64. Challenges Ahead <ul><li>Reaching and engaging today’s learner. </li></ul><ul><li>Creating learning environments that promote active learning, critical thinking, collaborative learning, and knowledge creation. </li></ul><ul><li>Developing 21st-century literacy among students and faculty (information, digital, and visual). </li></ul><ul><li>Encouraging faculty adoption and innovation in teaching and learning with IT. </li></ul><ul><li>Advancing innovation in teaching, learning. And assessment (with technology) in an era of budget cuts. </li></ul>
  65. 65. <ul><li>Thank </li></ul><ul><li>You! </li></ul><ul><li>[email_address] </li></ul>http://www.slideshare.net/cscordes/currents-in-learning-resources-standards-lessons-learners-and-life Want Slides?

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