21st century literacy

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21st century literacy

  1. 1. 21st Century Literacy: High School Transitions Kathleen Pickens-French Thomas Atwood
  2. 2. Agenda Information Information Literacy Defined Literacy Teachers Understanding the 21st Century Learner—Myths & Reality Students “Why does it matter?” Student Perceptions & Experience. College Who’s Responsibility is it? Inside Faculty Expectations. Expectations College Too Much Information. Experience Strategies Building the Skills Today for Success Tomorrow.
  3. 3. INFORMATION LITERACY•D iscover/Develop an Overview•Previewing, Examining prior knowledge, Brainstorming, Developing initial questions•I nvestigate•Building basic understandings, Narrowing topic•A nalyze•Applying critical thinking, Refining keywords, Questioning deeply, Problem solving, Examining concepts•L ocate/Explore•Identifying/locating sources, Exploring relationships•Organize/Apply•Assessing, Classifying, Categorizing, Synthesizing, Examining, Comparing/Contrasting, Interpreting•Globalize•Relating to bigger picture, Seeking global perspective, Considering impact•Understand/Reflect•Developing understanding and deep comprehension, Constructing new knowledge, Creating,Reflecting, Communicating new understandings•Evaluate•Evaluating Results. Assessing Learning Process
  4. 4. CRITICAL THINKING
  5. 5. Research THEN vs NOWTHEN NOW• Brainstorm • Concept Map• Narrow Topic • Narrow Topic• Go to Library • Go to Google• Find Everything Available • Pick Top 3• Read/Conduct Research • Write Paper• Organize Ideas • Find Citations to Include that• Select Information to Use Support Thesis• Write Paper • Cite Resources• Cite Resources Used
  6. 6. How Google Killed Research StrategiesAnd Why Students Love It • Instant Gratification • Plethora of Results • Write First—Research Later
  7. 7. Problem with this ApproachDon’t understand search engines How Results are Ranked Where Information Comes From Common Knowledge Conundrums Cost of Publishing Credible Information Using Information Ethically How to Search Effectively
  8. 8. Correcting Bad HabitsMake them… • AWARE of other resources • Understand the VALUE of different formats (news, websites, journals, books) • Teach how to INTEGRATE new knowledge with what they already know
  9. 9. The Big ThreeInformation Literacy Broken DownFIND EVALUATE INTEGRATEStarting Points Relevance to Topic Quote & ParaphraseSearch Strategies Bias/Objectivity Common Knowledge Expertise of Author Citations Timeliness of Information
  10. 10. Faculty Expectations1st Year Experiences Effectively Quote, Paraphrase & Summarize Integrate Information Organize Papers in Logical Order Find Information Know what Resources are Acceptable
  11. 11. College Classes THEN vs NowTHEN NOW• Lower-level=memorization • Research intense at all levels• Upper-level=research intense • Interdisciplinary• Independent research • Collaborative• Focus on Written Word • Technology Driven• Physical Library • Multimedia / Visual Literacy • Virtual Libraries
  12. 12. College Student FrustrationsUnderprepared to Meet Expectations Grade Driven—What do you WANT from me exactly?? “Picky” Professors—Why does it matter where I got the information if it’s right? Creativity v. Credibility—If I write well, that should be enough Irrelevant—Doesn’t matter if I can do this Entitlement—I’m paying for it The “Coddled”—Training the Parents
  13. 13. Plagiarism Paranoia Why Students PlagiarizeTHEN NOW• Sound Smart • Time Management—Faster than• Didn’t know how to cite Writing • Easy—Copy & Paste • Think it’s all “Common Knowledge” • Don’t know how to find the original source (or know that it exists) • Other Obligations take Priority • Don’t know how to cite
  14. 14. They will do what’s required of them to get the A.IT’S UP TO YOU TO MAKE IT HAPPEN
  15. 15. StrategiesTiered Approaches Stage 1 • Basic Background & Use of Reference Resources • Ability to Summarize Stage 2 • Use of Newspapers & Magazines • Ability to Quote Stage 3 •Introduction to Scholarly Journal Articles & Books •Ability to Paraphrase Stage4 •Able to Search/Find Scholarly Articles & Books •Recognize Value in Different Formats •Able to Integrate New Knowledge
  16. 16. Sample AssignmentsStage 1 Narrowing Topic—Teaching “AND” Search Strategy Brainstorming Synonyms –Teaching “OR” Search Strategy Concept Mapping Creating Outlines Providing Summary of Background Information
  17. 17. Sample AssignmentsStage 2 Collecting Quotations from Newspapers & Magazines Properly Citing to Highlight Timeliness of Resources Pro/Con: Locating articles from opposite viewpoints Bias/Objectivity: Why might those authors have different views? Reflection: What stood out?
  18. 18. Sample AssignmentsStage 3 Write Summary of Scholarly Article After an Analysis or Critique, assign specific Scholarly Article. What new insights does it offer? Compare Scholarly Article to Newspaper or Website Write Book Review Poetry Explication Paraphrasing Exercises
  19. 19. Sample AssignmentsStage 4 Annotated Bibliography—Evaluating Resources Standard Research Paper with Specific Resource Requirements Interdisciplinary Critique—History, Politics, Culture, etc. Author Biography

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