Collective Intelligence. The kind of knowledge and understanding that emerges from large groups of people is collective intelligence. In the coming years, we will see educational applications for both explicit collective intelligence—evidenced in projects like the Wikipedia and in community tagging—and implicit collective intelligence, or data gathered from the repeated activities of numbers of people, including search patterns, cell phone locations over time, geocoded digital photographs, and other data that are passively obtained. Data mashups will tap into information generated by collective intelligence to expand our understanding of ourselves and the technologically-mediated world we inhabit. Another example is Amazon.com examines patterns in hundreds of buyer variables to recommend purchases that you might like based on your previous purchases, those of your friends, and other people who may have similar tastes or preferences. Currently, mobile phones in major cities are transparently used to monitor traffic flow on major highways; by tracking the location of a mobile device as a caller moves from cell to cell within the mobile transmission grid - an accurate picture of how fast the traffic is moving can be projected and displayed on a map. When viewed over time, these data show how the traffic flows, or doesn’t (in many cases!) to assist in future planning of road systems. Another example is History Commons www.cooperativeresearch.org which is an open-content civic journalism site. Contributors add articles about events or entities, creating detailed timelines about them (e.g. the events leading up to, during, and following Hurricane Katrina). Content is submitted, reviewed, and copyedited by volunteers – this allows historians to build very detailed and rich histories of significant events that occur in the 21 st century. Social Operating Systems. The essential ingredient of next generation social networking is social operating systems, in that they will base the organization of the network around people, rather than around content. This simple conceptual shift promises profound implications for the education, and for the ways in which we think about knowledge and learning. Social operating systems will support whole new categories of applications that weave through the implicit connections and clues we leave everywhere as we go about our lives, and use them to organize our work and our thinking around the people we know.
It’s the reality and future of the connected generation, and it’s not going to go away. As students, they know no other life than the technologically driven one they have grown up in… they are gamers, they are iPod-ders, they are far more connected with their friends (ie. social network) beyond school hours. Their PCs and mobile phones are their lifelines… these give them the privacy to network with their friends… no more fights at home over who has the landline tied up! Their iPod earpieces have become literally stuck in their ears 24/7… their brains are always needing to be connected to some level or levels of activity, usually while doing more than one thing at a time. They are multi-taskers, they lead very busy, digital information-entertainment lives, and they seem to cope with this much better that we ever will. So if the Web 2.0 environment is increasingly becoming a mainstay in our students reality, how does this impact on ‘what we do’ in education as teacher and teacher-librarians? What does the research tell is about Web 2.0 and student learning?
www.talkr.com is an example of how podcasting is such a staple for the ‘connected’ generation… a Web2.0 plug in for bloggers, so you can provide your readers with the facility to download all the latest blog entries and listen to them at your convenience… why read and you can listen on the go, huh?!?
How many of you work in a school or school system where this ‘Thinking before banning’ approach is the norm? I think this is pretty much a worldwide problem at this time, with some ‘pockets’ of innovation occurring across systems.
How can we provide opportunities for teachers and students to take advantage of the affordances of Web2.0? We need to provide HARD EVIDENCE that the integration and use of these tools are an essential part of the ‘connected’ generation’s education to prepare them for successful lives in their future of work and life in general.
So what evidence helps build an argument for Web 2.0 integration in schools? It’s time for hard research evidence, however, there is not much of it!
Young people need to develop greater understandings of information ethics in terms of their own privacy and online safety as well as respecting the privacy and online safety of others. Schools need to develop a much stronger and explicit information ethics curriculum that becomes integrated across KLAs… this cannot just be taught in Computer classes! While information ethics links in well with the HSIE curriculum and with Health & PD, where the Internet and Web2.0 tools are used to support the learning activities, teachers and TLs need to ensure that measures are in place to teach at the point of need about an aspect of information ethics when issues, problems or opportunities arise. Every teacher in our schools must become information ethics aware.
Young people desire privacy from their parents and teachers… the technology supports them in achieving this. So what can we do to educate them in terms of values, morals, ethics, civic rights and responsibilites if our school are not providing their students with access to Web 2.0 tools and experience as part of their school education? I say that because I think a lot of what kids learn about the online world they are learning from their social networks… and it can be the same as hanging out with a ‘bad crowd’ in real life (as in physical presence).
While a major focus of my PhD study was to explore the use of Web 2.0 technologies to support student learning, the concept of a student’s personal technology ‘toolkit’ emerged from the analysis of data (including classroom observation, Web 2.0 spaces observation, PIP presentations, reports and artefacts, and student interviews). This was a result of the identification of many ‘other’ technology tools being used by students to complete the inquiry unit.
In 2006, in my ASLA Online conference paper called, “Internet–savvy kids@home the new information poor? Rethinking the digital divide”, I stated: “With the increasing number of students in Australia with Internet access at home, 24/7 access to a range of quality online resources and services through the school library is essential if school libraries are to remain central to students’ informational and technological worlds.” Audrey Church in her 2005 article in MultiMedia & Internet@Schools , argued that teachers and teacher librarians must find new ways of connecting with their students: “we have to meet them on the Web and provide library service and instruction online, at the point of need”, she said. (para 4).
In 2006, Christopher Harris in his ‘School library 2.0’ article was not as subtle in urging our profession to stand up and take notice of the dramatic changes that were occurring to the information and learning landscapes.
“ Do you want to remain relevant to your users?” Because I do think that school libraries leading the way with the integration of Web2.0 tools and environments to support resource-based and inquiry-based projects, and collecting evidence of the impact of their use on student learning will be central to our future.
Follow leading practitioners such as Joyce Valenza
The use of Web 2.0 technologies is all about information … and you are the school ’ s information specialist! Web 2.0 technologies are online communication and workgroup tools that extend learning beyond the regular school day … the majority of these are free tools … so it ’ s not costing you dollars, just investment of time to build your expertise in using these. You want to ensure the school libraries is ‘ connecting ’ with its users 24/7, student can share ideas for group projects and other tasks These online communication tools extend learning beyond the regular school day and let users share ideas for group projects and other tasks
The above list demonstrates the potential breadth and complexity of an individual students’ personal toolkit. It should also be noted that a student is not going to draw upon all tools within their personal toolkit for each learning task. The simplicity or complexity of a learning task may determine which ‘mix of tools’ have the best ‘utility’ in terms of completing a task efficiently and effectively, as well as creatively or reflectively, or entertaining for the audience. (Hay, in press)
Keynote Cairns Curriculum Conference
Web2.0 and Primary School Libraries What’s all the fuss about? LYN HAY School of Information Studies Charles Sturt University Keynote Address Cairns Diocese Curriculum Conference Library Strand 13 March 2010
The HYPE power of mobile broadband http:// www.youtube.com/v/l6Zw88KWWOk
The Web 2.0 Landscape With the growing plethora of online touch points, customers have unprecedented access to brands and propositions. We can access site content using a multitude of devices, from PCs, PDAs, mobile phones or BlackBerries to digital set-top boxes and games consoles. The way visitors interact with this content has also evolved over time. In the post-Web 2.0 landscape, digital citizens can blog, Wiki, post, consume RSS feeds or use social networks. They can e-mail, use widgets, play Flash games, complete online forms, stream audio and video, download podcasts, search and of course, plain old browse. Analytics in a Post-Web 2.0 World Steve Wind-Mozley, February 6, 2008 CRM Daily (Customer Relationship Management News for Industry Pros) http:// www.crm-daily.com/story.xhtml?story_id=58197 Enter the…360-Degree View
360-Degree View As Web site visitors move around the Internet, it is often valuable to capture this activity data. Each interaction or 'event' has the potential to provide behavioral data that can be collated to create a powerful view of the visitor. Indeed for many organizations, the ability to relate events back to a unique visitor across multiple online touch points is essential. Analytics in a Post-Web 2.0 World Steve Wind-Mozley, February 6, 2008 CRM Daily (Customer Relationship Management News for Industry Pros) http:// www.crm-daily.com/story.xhtml?story_id=58197
Horizon’s 7 metatrends <ul><li>the evolving approaches to communication between humans and machines </li></ul><ul><li>the collective sharing and generation of knowledge </li></ul><ul><li>computing in three dimensions </li></ul><ul><li>connecting people via the network </li></ul><ul><li>games as pedagogical platforms </li></ul><ul><li>the shifting of content production to users </li></ul><ul><li>the evolution of a ubiquitous platform </li></ul><ul><li>The Horizon Report 2008 - see Metatrends table </li></ul><ul><li>http:// horizon.nmc.org/wdata/xdocs/Horizon-Metatrends.pdf </li></ul>
What does the future hold? <ul><li>1 st adoption horizon (likelihood of entry within the year) </li></ul><ul><li>2 nd adoption horizon (within 2-3 years) include applications of </li></ul><ul><li>3 rd adoption horizon (within 4-5 years) </li></ul>The Horizon Report 2008 http:// www.nmc.org/pdf/2008-Horizon-Report.pdf <ul><li>grassroots video collaboration webs </li></ul><ul><li>mobile broadband datamashups </li></ul><ul><li>collective intelligence social operating systems </li></ul>Check out Horizon Report K-12 Version (2009) http://www.nmc.org/pdf/2009-Horizon-Report-K12.pdf The Future Is Now!!!!
Key drivers of ICT adoption <ul><li>The following four trends have been identified as key drivers of technology adoptions for the period 2010 through 2015: </li></ul><ul><li>The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators in sense-making, coaching, and credentialing. </li></ul><ul><li>People expect to be able to work, learn, and study whenever and wherever they want to. </li></ul><ul><li>The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized. </li></ul><ul><li>The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized. </li></ul><ul><li>The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf </li></ul>
What’s ‘hot’? 6 ICTs to watch On the near-term horizon — that is, within the next 12 months: Mobile computing , by which we mean use of the network-capable devices students are already carrying, is already established on many campuses, although before we see widespread use, concerns about privacy, classroom management, and access will need to be addressed... Devices from smart phones to netbooks are portable tools for productivity, learning, and communication, offering an increasing range of activities fully supported by applications designed especially for mobiles. The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf
What’s ‘hot’? 6 ICTs to watch On the near-term horizon — that is, within the next 12 months: Open content , is expected to reach mainstream use in the next 12 months (started decade ago with MIT making their course content freely available). Today, there is a tremendous variety of open content, and in many parts of the world, open content represents a profound shift in the way students study and learn. Far more than a collection of free online course materials, the open content movement is a response to the rising costs of education, the desire for access to learning in areas where such access is difficult, and an expression of student choice about when and how to learn. The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf
What’s ‘hot’? 6 ICTs to watch Second adoption horizon – set two to three years out: Electronic books have been available for some time now, but the past 12 months have seen a dramatic upswing in their acceptance and use. Convenient and capable electronic reading devices combine the activities of acquiring, storing, reading, and annotating digital books, making it very easy to collect and carry hundreds of volumes in a space smaller than a single paperback book. Already in the mainstream of consumer use, electronic books are appearing on campuses with increasing frequency. The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf
What’s ‘hot’? 6 ICTs to watch Second adoption horizon – set two to three years out: Simple augmented reality refers to the shift that has made augmented reality accessible to almost anyone. Augmented reality used to require specialized equipment, none of which was very portable. Today, applications for laptops and smart phones overlay digital information onto the physical world quickly and easily. While still two to three years away from widespread use on campuses, augmented reality is establishing a foothold in the consumer sector, and in a form much easier to access than originally envisioned. The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf
What’s ‘hot’? 6 ICTs to watch On the far-term horizon, set at four to five years away for widespread adoption: Gesture-based computing is already strong in the consumer market and we are seeing a growing number of prototypical applications for training, research, and study, though this technology is still some time away from common educational use. Devices that are controlled by natural movements of the finger, hand, arm, and body are becoming more common. Game companies in particular are exploring the potential offered by consoles that require no handheld controller, but instead recognize and interpret body motions. The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf
What’s ‘hot’? 6 ICTs to watch On the far-term horizon, set at four to five years away for widespread adoption: Visual data analysis , a way of discovering and understanding patterns in large data sets via visual interpretation, is currently used in the scientific analysis of complex processes. As the tools to interpret and display data have become more sophisticated, models can be manipulated in real time... Visual data analysis is an emerging field, a blend of statistics, data mining, and visualization, that promises to make it possible for anyone to sift through, display, and understand complex concepts and relationships. Check out HZ Delicious resource pool The Horizon Report 2010, http://www.nmc.org/pdf/2010-Horizon-Report.pdf
The Immersive Internet (slide 3) from: Atkinson, T. (2010). Metaverse: A Convergence of Realities. [Keynote Address] The Future is Now: Libraries and Museums in Virtual Worlds Conference, Second Life, 5-6 March. Retrieved from http://connectpro98649235.na5.acrobat.com/p42687221/
Had enough of this Web 2.0 world yet? It is the reality and the future of our ‘connected’ generation
why read, when you can listen on the go, huh?!?
Think before you ban <ul><li>“ When it comes to Web 2.0 technologies, educators should find a balance that allows for creativity, collaboration, and safety” </li></ul><ul><li>Web 2.0 technologies “lend themselves very well to teaching 21st-century learning skills, and our job is to prepare kids for the workforce they'll be facing when they leave school” </li></ul><ul><li>“ It's about learning to use tools that translate to life after school, and understanding the process and knowing how to adapt.” </li></ul><ul><li>“ Public education is social networking--[so] why not [help students] learn how to properly socially network within the digital world?” </li></ul>Devaney, COSN to school leaders, eSchoolNews , 21 Jan 2008 http:// www.eschoolnews.com/news/top-news/index.cfm?i=51725
“ The shift to Web 2.0 tools can have a profound effect on schools and learning… This new way [of learning] is collaborative, with information shared, discussed, refined with others, and understood deeply. It prepares students to become part of a nimble workforce that makes decisions and keeps learning as the workplace changes. What makes the difference is preparing students with 21 st century skills using a flexible approach rather than teaching just what will be tested.” Solomon & Schrum (2007) Web 2.0: New tools, new schools, p.21 The tension & challenge for education systems worldwide
“ We can take advantage of the features that new tools offer… tap into students’ natural affinity for these tools… to create learning experiences that expand their worldview and enhance what they learn… the features are interconnectedness, immediacy, interactivity, communications, and community. These are the very features that keep the global business competitive and workers in jobs.” Solomon & Schrum (2007) Web 2.0: New tools, new schools, p.24 Taking advantage of the new tools
Student use of Web 2.0 tools and functions <ul><li>Students given a choice to use a blog or wiki, and social bookmarking tool to support inquiry-based project </li></ul><ul><li>Individuals made decisions about which of these tools they would use and how they would utilise these tools to support the inquiry process </li></ul><ul><li>Analysis of students’ blog, wiki and del.icio.us spaces identified 6 broad functions that Web2.0 tools provide students when working on inquiry-based projects: </li></ul><ul><ul><li>information collection or ‘repository’ </li></ul></ul><ul><ul><li>communication </li></ul></ul><ul><ul><li>project management </li></ul></ul><ul><ul><li>knowledge construction </li></ul></ul><ul><ul><li>publishing </li></ul></ul><ul><ul><li>self-reflection </li></ul></ul>
It’s time for hard evidence <ul><li>the information literacy of young people has not improved with the widening access to technology </li></ul><ul><li>the speed of young people’s web searching means that little time is spent in evaluating information, either for relevance, accuracy or authority </li></ul><ul><li>young people have a poor understanding of their information needs, thus find it difficult to develop effective search strategies </li></ul><ul><li>faced with a long list of search hits, young people find it difficult to assess the relevance of the materials presented and often print off pages with no more than a glance at the value of the information or copy & paste into a Word doc </li></ul>Rowlands & Nicholas 2008, p.12
Digital information behaviour <ul><li>young people have unsophisticated mental maps of what the internet is, often fail to appreciate that it is a collection of networked resources from different providers </li></ul><ul><li>as a result, a search engine, be it Yahoo or Google, becomes the primary brand that they associate with the internet, this also relates to brands of Web 2.0 tools, quite often adopting tools their friends use </li></ul><ul><li>many young people do not find library-sponsored resources intuitive and therefore prefer to use Google or Yahoo instead </li></ul><ul><li>these offer a familiar, if simplistic solution, for their study needs </li></ul>Rowlands & Nicholas 2008, p.12
Digital information behaviour <ul><li>observational studies have shown that young people scan online pages very rapidly (boys especially) and click extensively on hyperlinks - rather than reading sequentially </li></ul><ul><li>they make very little use of advanced search facilities, assuming that search engines `understand’ their queries </li></ul><ul><li>they tend to move rapidly from page to page, spending little time reading or digesting information and they have difficulty making relevance judgements about the pages they retrieve. </li></ul><ul><li>These findings are also supported by the research of others </li></ul><ul><li>(Gross & Latham 2007; Large 2006; Heinström 2006; Heinström & Todd 2006; OCLC 2005; Broch 2000; Ebersole 1999) </li></ul>
Lack of information ethics <ul><li>need to develop greater understandings of information ethics in terms of their own privacy and online safety as well as respecting the privacy and online safety of others </li></ul><ul><li>young people are very willing to reveal personal information to strangers as well as friends on sites like MySpace, Friendster, Facebook, Twitter, 4Sq </li></ul><ul><li>changing cultural trends, familiarity and confidence in technology, lack of exposure or memory of the misuses of personal data by others all play a role in information revelation </li></ul><ul><li>corporations are investing in text-recognition software from vendors to monitor blogs by employees and job candidates – when fun becomes not-so-fun </li></ul>Acquisti and Gross, 2006
Get out of MySpace <ul><li>“ Teens often fabricate key identifying information like name, age, and location to protect themselves. While parents groups often encourage this deception to protect teens from strangers, many teens actually engage in this practice to protect themselves from the watchful eye of parents.” (Boyd 2007, p.15) </li></ul><ul><li>They live ‘undercover lives’ using fake profiles with their friend networks while maintaining the G-rated profiles that their parents monitor </li></ul><ul><li>Students use MSN to keep their conversations private from parents and teachers (Green & Hannan 2007) </li></ul><ul><li>Preliminary research on university’s introducing MySpace, FaceBook environments to support student administration and welfare has shown mixed results in student uptake </li></ul>
Today’s focus <ul><li>Concept of a student’s ‘personal technology toolkit’ (PTK) emerged from the analysis of data </li></ul><ul><li>Classroom & Web 2.0 space observation, PIP presentations, reports/artefacts, and student interviews resulted in the identification of many ‘other’ technology tools being used by students to complete their inquiry unit </li></ul><ul><li>Defined as the suite of information and communication technologies that a student uses on a regular basis to complete tasks; containing technologies a student has selected as their preferred ICT tools with particular functionalities; that have been adopted for both personal and school use </li></ul><ul><li>Students need to develop a personal toolkit of technology tools to function effectively as a digital citizen in today’s digital society </li></ul>
Blogs and the whole gamut of interactive, Web-based tools are redefining how we connect with people and content on the Internet… Web 2.0 [is] a truly revolutionary concept in which pervasive interactivity, where multitudes of users online actively exchange or contribute content, will transform the very nature of knowledge and information… These tools will necessarily redefine the learning landscape as we know it. And school libraries – if they are to remain relevant – must undergo transformation as well. Harris, C. (2006) ‘School library 2.0’
<ul><li>The use of Web 2.0 technologies is all about information… and you are the school’s information specialist! </li></ul><ul><li>They are online communication and workgroup tools… for the majority access to these is free and connection is 24/7 </li></ul><ul><li>Students & teachers can have anytime, anywhere access to projects, assignments & ‘learning or construction spaces’, eg. Google Apps for Education </li></ul><ul><li>Use sites like SchoolTube , which support collaboration and teach responsible use of sharing video </li></ul><ul><li>VoiceThread, allows users to post files, such as images or documents, and make verbal or text comments about each posted file, even Yr 1s can use VoiceThread !! </li></ul>It’s a no-brainer!
It’s a no-brainer! <ul><li>Blogging , Voicethread , Shelfari to encourage literary learning </li></ul><ul><li>Teacher-TL collaboration on student blogging project </li></ul><ul><li>Wiki as school library website + Google doc, Prezi plug ins </li></ul><ul><li>Prezi as library research pathfinder , Delicious topic pools </li></ul><ul><li>Facebook and Twitter for library announcements/news </li></ul><ul><li>Flickr for resourcing, ideas and projects : </li></ul><ul><ul><li>Library of Congress , NLA’s Picture Australia , Getty Images , do this search </li></ul></ul><ul><ul><li>Library Spaces 2.0 , Library Signage , Read Posters </li></ul></ul><ul><ul><li>Art galleries http://www.flickr.com/groups/glasgow-museums/ , http://www.flickr.com/groups/worldarchitecture/ </li></ul></ul><ul><ul><li>Local projects, history, tourism http://www.flickr.com/groups/renewnewcastle/ http://www.flickr.com/groups/goulburn/ </li></ul></ul>
<ul><li>Create timelines of events with Dipity, eg. Right whales , Haiti earthquake </li></ul><ul><li>Brainstorm using Wallwisher </li></ul><ul><li>Create word stories & maps, tag clouds, banners, logos using Wordle </li></ul><ul><li>Explore the potential of immersive virtual worlds such as Whyville (for teachers ), Neopets , Club Penguin , Second Life (for field trips using teacher avatar) </li></ul><ul><li>Build your own PLN – blogs , nings , Twitter, Facebook , LinkedIn (Try following http://twitter.com/sandynay , http://twitter.com/franlhughes , http://twitter.com/buffyjhamilton , http://twitter.com/lyn_hay ) </li></ul>It’s a no-brainer!
Your role(s) A necessary step is finding the balance between fostering creativity and exploration on one hand and making sure online activities are safe for students and relevant to the curriculum on the other. ( Devaney 2008) <ul><li>Advocate for access to Web2.0, lead with a pedagogical agenda against those technical blockers– don’t give up! </li></ul><ul><li>Provide your principal with the information they need to make informed decisions about Web 2.0 use in your school </li></ul><ul><li>Work with your school to build a greater understanding of information policy issues that impact on the daily life of teachers & students, eg. students’ online safety, cyberbullying, privacy, IP and copyright, plagiarism, emerging technologies </li></ul><ul><li>Educate parents about potentials and perils of Web 2.0 </li></ul><ul><li>Become in-house researchers of learning in your school </li></ul>
What about the hard evidence? <ul><li>In terms of Web 2.0 and student learning, not a lot of ‘hard evidence’ exists </li></ul><ul><li>Most research focuses on information seeking, not knowledge creation </li></ul><ul><li>Mostly anecdotal-based articles providing commentary, “This is what we did… the teacher and students enjoyed this experience, we plan to do it again…” </li></ul><ul><li>No comparative studies available comparing Web2.0 versus traditional methods re specific learning outcomes </li></ul><ul><li>Research needs to focus on Web2.0 environments as ‘thinking’ & ‘construction’ spaces, not just presentation </li></ul><ul><li>Those who experience successful Web2.0 learning outcomes need to become members of a Web2.0 action research movement </li></ul>
Types of tools in a PTK <ul><li>Email – used for communication between student/teacher/TL, transferring files to/from school/home </li></ul><ul><li>Instant messaging – used to communicate with other students individually or in groups (viewed as more immediate than email). </li></ul><ul><li>Web browsers – used to locate and collect web resources and websites as bookmarks (eg. Internet Explorer Favourites, Firefox Bookmarks) </li></ul><ul><li>Search engines – used to search for information and websites (students used Google used as their ‘default’ SE – supported by numerous studies) </li></ul><ul><li>Library catalogue/databases – used to locate school library collection and full-text databases </li></ul>Hay PhD research (in press)
Types of tools in a PTK <ul><li>Web proxies – used to access web resources and websites blocked from the school's filtering system </li></ul><ul><li>Microsoft Office tools – used Word, Excel and/or Powerpoint as information collection, knowledge building and presentation tools </li></ul><ul><li>Presentation software – used to create presentations to supplement Office tools, eg. Microsoft Photostory, Moviemaker </li></ul><ul><li>Printer – used to print work out for editing purposes, seeking feedback from others, and to publish final project documentation </li></ul><ul><li>Online survey tools – used to design surveys and polls </li></ul><ul><li>Other Web 2.0 tools – for either educational or personal use, eg. MySpace, Facebook, Bebo, YouTube </li></ul>
Types of tools in a PTK <ul><li>Web proxies – used to access web resources and websites blocked from the school's filtering system </li></ul><ul><li>Microsoft Office tools – used Word, Excel and/or Powerpoint as information collection, knowledge building and presentation tools </li></ul><ul><li>Presentation software – used to create presentations to supplement Office tools, eg. Microsoft Photostory, Moviemaker </li></ul><ul><ul><li>Printer – used to print work out for editing purposes, seeking feedback from others, and to publish final project documentation </li></ul></ul><ul><li>Online survey tools – used to design surveys and polls </li></ul><ul><li>Other Web 2.0 tools – for either educational or personal use, eg. MySpace, Facebook, Bebo, YouTube </li></ul>Hay PhD research (in press)
TLs should seize this opportunity <ul><li>If you use blogs, wikis, del.ic.ious, MySpace, Facebook, </li></ul><ul><li>RSS, web video creation & hosting tools, podcasting, </li></ul><ul><li>online gaming or Second Life with students… </li></ul><ul><li>we need you!! </li></ul><ul><li>With a curriculum unit using Web 2.0 tools include: </li></ul><ul><li>a basic research proposal </li></ul><ul><li>research questions – what aspects of what you are doing do you want to examine and document? Focus on knowledge construction and deep learning – not search, copy-paste, present </li></ul><ul><li>determine data to collect, and how to analyse it </li></ul><ul><li>share your findings in school, systems (esp. in ‘think before you ban’ systems) , publish in professional journals, present at conferences </li></ul><ul><li>become part of action research teams </li></ul>
<ul><li>School age children born in the 1990s have grown up surrounded by a world of high technological sophistication. The world of digital citizenship is the only world they have known. </li></ul><ul><li>Recent UK report describe this generation as having… </li></ul><ul><li>“… a strong sense of a community linked in its own virtual spaces of blogs and social networking and gaming sites; a similarly strong sense of group identity; and a disposition to share and to participate”, who are also “impatience” learners who have “a preference for instant answers; a downgrading of text in favour of image; and a casual approach to evaluating information and attributing it, and also to copyright and legal constraints”. </li></ul><ul><li>(Committee of Inquiry into the Changing Learner Experience, 2009, paragraph 93) </li></ul>
And as digital citizens, they are now beginning to develop their own personal technology toolkit at a young age…
Web2.0 and Primary School Libraries Is it time to make a fuss? LYN HAY School of Information Studies Charles Sturt University Keynote Address Cairns Diocese Curriculum Conference Library Strand 13 March 2010
References Acquisti, A. & Gross, R. (2006). Imagined communities: Awareness, information sharing, and privacy on Facebook. In Privacy enhancing technologies , Berlin: Springer-Verlag, pp.36-58. boyd, danah. (2007). Why youth (heart) social network sites: The role of networked publics in teenage social life. In David Buckingham (ed.). MacArthur Foundation series on digital learning – Youth, identity, and digital media volume. MIT Press, Cambridge, MA. Retrieved from http://www.danah.org/papers/WhyYouthHeart.pdf Church, A. P. (2005). Virtual school libraries – the time is now! MultiMedia & Internet@Schools , 12, pp.8-12. Committee of Inquiry into the Changing Learner Experience (2009). Higher Education in a Web 2.0 World: Report of an independent Committee of Inquiry into the impact on higher education of students’ widespread use of Web 2.0 technologies. Available from http://www.jisc.ac.uk/media/documents/publications/heweb20rptv1.pdf Devaney, (2008). COSN to school leaders, eSchoolNews, 21 January, http://www.eschoolnews.com/news/top-news/index.cfm?i=51725 Green, H. & Hannon, C. (2007). Their Space: Education for a digital generation (Young people are spending their time in a space which adults find difficult to supervise or understand...). Retrieved from http://www.demos.co.uk/files/Their%20space%20-%20web.pdf Gross, M. & Latham, D. (2007) ‘Attaining information literacy: an investigation of the relationship between skill level, self-estimates of skill, and library anxiety’, Library and Information Science Research, 29(3), pp. 332–353.
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