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Digital Citizenship, Research, and Infoseeking Fluency
 

Digital Citizenship, Research, and Infoseeking Fluency

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These slides were used in a professional development session for teachers in July, 2010 in Goochland County, Virginia....

These slides were used in a professional development session for teachers in July, 2010 in Goochland County, Virginia.

It covers an information seeking and organization model that will help students become better searchers and seekers of content in digital forms.

For a version with notes spiked with humor, visit this PDF version on our website:
http://www.glnd.k12.va.us/podcasts/bits_to_buckets.pdf

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    Digital Citizenship, Research, and Infoseeking Fluency Digital Citizenship, Research, and Infoseeking Fluency Presentation Transcript

    • SM FROM BITS TO infoseeking fluency digital citizenship, research, and BUCKETS in the twenty-first century
    • SM blogs.glnd.k12.va.us/teachers/jhendron/
    • WHAT IS DIGITAL CITIZENSHIP?
    • Student Life Outside the School Environment Digital Commerce Digital Law Digital Etiquette Digital Rights & Digital Health Digital Security Responsibilities & Wellness School Environment & Digital Literacy Student Behavior Digital Communication Digital Access Core Goals Improving learning outcomes and preparing students to become 21st century citizens Student Learning & Academic Performance Ribble & Bailey, 2007
    • Goochland County Public Schools Digital Citizenship Framework for Teachers Using Technology http://sites.google.com/a/glnd.k12.va.us/citizenship21/seeing-the-big-picture
    • So you wanna use the computers? Goochland County Public Schools How did I do? Digital Citizenship Framework Can I clearly Do I have an idea for Teachers Using Technology Do I know why I about what I'm communicate with my teacher how I Are desktops or laptops the best tool am doing this? supposed to met the objective Plan ahead & Are they learn? to meet my students! learning in this learning reserve them! available? activity? objectives? following do I understand ergonomics report results AUP the objective? to find to create something? to take a test or quiz? to communicate? for an online learning activity? information? where can I publish what I created? am I collecting my ethics for citation citations! own information am I collecting ergonomics etiquette safety can I use assessments (survey?) information something I ergonomics already found? can I remix published? something I found? I am communicating with others with appropriate tools appropriate respect. Even when you're plausible research 2.0 Remember I for analyzing data search strategies not "re-mixing," represent my Am I sharing too Am I Am I saying you may not be school, my family, Am I much information communicating Am I saying things to try and able to use and my communicating where people Everyone needs with people I things I might elicit an emotional content you find community. Take with appropriate might find me in a to cite where they know face to later regret? response from A lot of media to create your pride in what you parties? public, online found other ideas, While using the Am I using the face? someone else? today can be own content. appropriate do and say space? images, quotes, Where's a space computer, I'm best methods at remixed into new Consider whether search engines/ online. and multimedia. that's legal and doing it safely. I'm finding what I types of media using someone databases Be as specific as appropriate for seated with both need? (photos, video, else's content I agree to fill in possible, and use me to share my feet on the floor, and sounds). might be answers on my the formatting work? Should the I'm not rocking Check to make considered own without help required by your area be back in my chair, sure what you plagiarism. Use or peeks of other I'm using a tool, teacher (it can be protected, like and I'm a I've thought find can be re- your own ideas, students being such as a a URL to a piece Moodle? Or is my comfortable through the type used. Write the but cite sources assessed. spreadsheet or of media, or a teacher's blog or distance from the of data I need and original author, or of content you InspireData to Are they age Are they subject paper-like citation my own website computer so it's have gone about check for Creative want to quote. make sense of appropriate for me? appropriate? using the Modern okay? easy to use and collecting it Commons- Make sure that the information Am I checking Language read. ethically. Am I using the licensing. "quoting" other I'm collecting. multiple sources Association best variety of sources isn't for agreement on (MLA) format. search tools? violating fair use the facts I find? when citing Am I following a method that allows me to collect copyrighted information, the source of the information, and works. catalog it for use later using keywords? Google Forms © Creative Commons PD Research 2.0 citation tools print or publish? InspireData fair use in education Resources Survey Monkey
    • WORKSHOP OUTLINE Day 1 - Advanced Google Searching Techniques, Wikipedia Day 2 - Creative Commons, Buckets and Your Digital Library Day 3 - Overview of Google Apps Education Edition & Diigo for Education
    • WIKIPEDIA What do you already know? http://en.wikipedia.org/ http://en.wiktionary.org/
    • GOOGLE > a n c i e n t e g y p t Let’s Examine the results... Second major link today is... Wikipedia!
    • GOOGLE > a b r a h a m l i n c o l n Let’s Examine the results... First link today is... Wikipedia!
    • GOOGLE > w a t e r c y c l e Let’s Examine the results... Third link today is... Wikipedia!
    • LET’S LOOK AT THE RESULTS... Look at... http://en.wikipedia.org/wiki/Water_cycle 1. media besides text 2. “further reading” http://en.wikipedia.org/wiki/Abraham_Lincoln 3. external links http://en.wikipedia.org/wiki/Ancient_egypt 4. discussion 5. view history
    • ? summarize what you learned...
    • PROS/CONS w i k i p e d i a
    • How would you use this with students? http://en.wikipedia.org/wiki/Citing_Wikipedia
    • ACTIVITY Develop a classroom statement (rule) that dictates how the Wikipedia will be used in your classroom this year.
    • BREAK
    • GOOGLE What do you already know? http://www.google.com/
    • GOOGLE > u . s . c o n s t i t u t i o n Google Suggest Get some research results...
    • Sponsored Links Summaries Reading URLs Search Options Sidebar
    • Explain each of these to me... •News •Books •Video •Blogs •“Updates” •Discussions
    • COLLECTING INFORMATION What process should we use to start “the research process?” What is “similar” for? “Cached?” ⌘-click to create tabs
    • ADVANCED SEARCH
    • ADVANCED SEARCH
    • http://www.flickr.com/photos/muslimpage/3641641090/ http://www.flickr.com/photos/foxypar4/2124673642/ http://www.flickr.com/photos/opalsson/3763409056/
    • one method for evaluating content online is akin to the way we judge a person’s reputation... the links, popularity, and connectedness can indicate better pages and better content...
    • READING URLs •topics.law.cornell.edu/constitution •www.usconstitution.net/ •www.archives.gov/exhibits/charters/constitution.html •ratify.constitutioncenter.org/constitution/ •www.globalresearch.ca/index.php?context=va&aid=10473 sub-domain.machine name.domain-name.domain extension / directory or file
    • READING URLs blogs.glnd.k12.va.us/teachers/jhendron/ www.archives.gov/exhibits/charters/constitution.html sub-domain.machine name.domain-name.domain extension / directory or file
    • GOOGLE WONDER WHEEL The wheel is a graphic organizer of related searches.
    • GOOGLE BOOK SEARCH
    • “ABOUT THIS BOOK”
    • BREAK
    • GOOGLE SCHOLAR http://scholar.google.com/
    • GOOGLE NEWS http://news.google.com/
    • GOOGLE FastFlip http://fastflip.googlelabs.com/
    • GOOGLE TRENDS http://www.google.com/trends
    • GOOGLE BLOG SEARCH search term: constructionism What’s the value in reading a “netizen’s” perspective vs. a more traditional source? http://blogsearch.google.com/
    • REVIEW/REFLECT
    • Technology can be used to gain information in two ways: information Collect information from “users”, or Collect already published information information
    • If we’re collecting information, as a student I need to know What types of questions to ask, and questions What to do with the information I collect (interpretation). A great tool to use to analyze data from a survey or questionnaire is: InspireData Inspire Data
    • The number one search engine is: Google. In addition to searching webpages, you can now search (within): Books, Books Weblogs, and Videos
    • http://www.google.com/educators/
    • SM FROM BITS TO infoseeking fluency digital citizenship, research, and BUCKETS in the twenty-first century Day 2
    • LET’S THINK... COPYRIGHT WHAT ARE THE 5 COPY RIGHTS? Reproduction Distribution Public Display Public Performance Modification http://www.flickr.com/photos/horiavarlan/4273272605/
    • WHAT’S PLAGIARISM?
    • WHAT’S THE DIFFERENCE BETWEEN © AND PLAGIARISM?
    • What’s Fair Use? http://www.flickr.com/photos/marcogomes/1346283989/
    • More importantly: what’s a “classroom environment”?
    • creativecommons.org what are the differences between the licenses? from which web “properties” can you search? what are the ultimate benefits of CC? do you want CC to live in your classroom?
    • LICENSING WORK http://creativecommons.org/choose/ commercial modification jurisdiction http://creativecommons.org/about/licenses/
    • A COPYRIGHT STORY http://www.jasonrobertbrown.com/weblog/2010/06/fighting_with_teenagers_a_copy.php The broad majority of people I wrote to actually wrote back fairly quickly, apologized sincerely, and then marked their music “Not for trade.” I figured that was a pretty good result, but I did find it odd – why list the material at all if you're not going to trade it? —A great real-world example of the issues facing young mindsets.
    • VIDEO Michael Wesch— Kansas State University http://www.youtube.com/watch?v=NLlGopyXT_g&feature=related
    • BREAK
    • HERE’S A PROFOUND THOUGHT...
    • WHAT IF...
    • students could have access to everything they’d learned, throughout their school careers...
    • using digital tools?
    • Bookmarks Newsfeeds Blogs Wikis
    • In a “read/write” world, we ought to be able to maintain the data we create and value easily and effortlessly...
    • What’s in your library? http://www.flickr.com/photos/jhoweaa/436923541/
    • What’s in your digital library? http://www.flickr.com/photos/pathfinderlinden/227332338/
    • This next part is the central keystone to this entire workshop. I hate to be terribly dramatic, but I want to make sure we’re all paying attention. are we ready?
    • Let’s help kids develop their own digital libraries.
    • Infoseeking Fluency Framework 2.1 Networked or Social Resources 1 2.2 3 Research Need Search Queries OR Read/Write/ Evaluation Processing Defined Remix Resources 2.3 "Trusted" Media Resources Library 3.5 3.4 3.3 3.2 3.1 Tagging Evaluation Summarization Citation Collection Bucket Sharing 3.5 3.4 3.3 3.2 3.1 Tagging Evaluation Summarization Citation Collection Bucket
    • 2.1 Networked or Social Resources 1 2.2 Search Queries OR Read/Write/ Evaluation Defined Remix Resources 3 2.3 Processing Media "Trusted" Resources
    • 3.5 3.4 3.3 3.2 3.1 Tagging Evaluation Summarization Citation Collection Bucket Sharing
    • http://sites.glnd.k12.va.us/ citizenship21/
    • RESOURCES http://sites.glnd.k12.va.us/ citizenship21/resource-cabinet
    • http://www.glnd.k12.va.us/podcasts/research_gms.mov http://www.glnd.k12.va.us/podcasts/research_ghs.mov
    • http://sites.glnd.k12.va.us/citizenship21/ seeing-the-big-picture
    • LET’S TRY IT...
    • hot mustards
    • SEQUENCE 1 search - get an idea about the topic self-evaluate: what do you want to really know about this topic - develop your research questions collect resources (tab them in your browser) document resources in your worksheet
    • SEQUENCE 2 Evaluate resources further - give them a star rating Bucket the content you want to use Build a library of resources using one of our templates...
    • Going beyond Google... http://sites.glnd.k12.va.us/citizenship21/home/web-searching-toolkit
    • SM FROM BITS TO infoseeking fluency digital citizenship, research, and BUCKETS in the twenty-first century Day 3
    • GOOGLE APPS & DIIGO EDUCATION EDITION
    • www.diigo.com/education You can create student accounts for an entire class with just a few clicks (and student email addresses are optional for account creation) Students of the same class are automatically set up as a Diigo group so they can start using all the benefits that a Diigo group provides, such as group bookmarks and annotations, and group forums. Privacy settings of student accounts are pre-set so that only teachers and classmates can communicate with them. Ads presented to student account users are limited to education-related sponsors.
    • http://vimeo.com/12687333
    • RESEARCH How does the education edition work? What’s a Diigolet? Try out your diigolet...
    • EVERYTHING IS... MISCELLANEOUS? Dewey Decimal System Authors, Creators, Composers http://www.everythingismiscellaneous.com/ Timelines Styles and Qualities Cognitive processes...
    • TAGGING goes social...
    • FOLKSONOMY A folksonomy is a system of classification derived from the practice and method of collaboratively creating and managing tags to annotate and categorize ... Folksonomy - Wikipedia, the free encyclopedia
    • OTHER TAGGING METHODS... Using hash symbols (#chemistry, #science, #homework) Using specialized applications (http://tagamac.com/) Using spotlight comments
    • SMART FOLDERS Smart Folders are saved searches Use tags to customize your searches ⌘-F for Finder Search
    • BREAK
    • APPS FOR EDUCATION
    • docs.goochlandschools.org
    • EVEN MORE... http://wave.google.com/a/goochlandschools.org http://moderator.goochlandschools.org/ http://www.google.com/squared http://io.glnd.k12.va.us/
    • SO, WHAT HAVE WE LEARNED?
    • © 2010 John Hendron & Goochland County Public Schools. You can use this following a Creative Commons license. Learn more at: http://creativecommons.org/licenses/by-nc/3.0/