The New Learners of the Information Generation <ul><li>Ray Doiron, PhD </li></ul><ul><li>Libraries 20/20  </li></ul><ul><l...
A Different Starting Point… <ul><li>Letting the learners speak for themselves </li></ul><ul><li>Recognizing differences in...
Students' use of computers (1) 1. Response rate too low to ensure comparability. Percentage of students reporting they use...
Who are the learners of the information generation? Question one:
Interactive Participants
Interactive Participants accept  change live and breathe innovation not passive  observers active decision makers choice a...
An Economic Force high expectations techno-savvy  abilities disposable income workplace technology on-line shoppers
Connectivity & Community each other on-line all the time connect to the world text messaging cell phones peer group on-lin...
A Take Action Approach “ make    your   point” want to tackle solutions problem solvers fire first, and see what happens
Early Adopters live and breathe innovation
Early Adopters assume ownership and control how to make it work for me skills that transfer seamlessly
Early Adopters “ will do what we command of them” taking over the steering wheel
Passionately Tolerant global orientation social inclusion family structures diverse cultural values corporate interest aut...
Creating Personal Landscapes construct curriculum create their own learning land of endless possibilities different from p...
Social Transformation digital mastery demographic muscle
Learn by Doing “ learning through research” develop  own solutions take responsibility tackle problems show initiative giv...
Multi-Tasking, Multi-Modal,  Multi-Resourcing create and use diverse range of structures media-rich resources structures a...
 
What literacies do the learners Question two: of the information generation need?
Wikis Critical Thinking Meta Expanding Blogging Critical Thinking Pod Casting Multiple & New Visual Languages NewTechnolog...
New literacy outcomes for the information generation   Basic  Literacy Critical Literacy Technological Literacy Inquiry an...
Advanced Technological Literacy <ul><li>Complex set of effective and efficient search skills; </li></ul><ul><li>Strategic ...
Inquiry and Problem Solving <ul><li>Knowing when I have an information need or a problem that requires new information. </...
Critical Literacy <ul><li>Focuses on how and in whose interests knowledge is produced. </li></ul><ul><li>Determining authe...
Ethics and Social Responsibility <ul><li>Values associated with the fair and honest use of information. </li></ul><ul><li>...
Creativity and Representation <ul><li>Beyond the traditional project report to creative ways of preparing and sharing newl...
Ethics and Social Responsibility <ul><li>Values associated with the fair and honest use of information. </li></ul><ul><li>...
Creativity and Representation <ul><li>Beyond the traditional project report to creative ways of preparing and sharing newl...
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New Learners

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Summarises ten key characteristics of "new learners" and explores what skills we need to teach these learners to live and work in the future.

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  • As we look at technology and innovation and the impact new technologies are having, we tend to focus on the innovation itself and how teachers can integrate it into their teaching repertoire. For example, word processing work already done by hand, using Powerpoint to present learning already learned, and using computerized skill and drill reading programs such as Accelerated Reader. We hope to take a different starting point today and begin with an exploration of who the learners are that teachers face each day. We want to show you these learners doing what they do best ---working, playing and living with technology. We want these learners to speak for themselves and share with you what they are like and how they see themselves as users and creators of new learning landscapes. For this generation, the new literacies of ICT are rapidly becoming their everyday literacies as more teens spend more time online communicating, shopping, creating, and finding information. In fact, findings from a recent study, Young Canadians in a Wired World, by Media Awareness Network show that 96% of our young people go online from home, 37% have their own Internet-connected computer, 88% have email (web-based) accounts, 80% download music—and particularly critical to our talk tonight is the finding that ¾ of kids in grades 6 up do schoolwork online.
  • New Learners

    1. 1. The New Learners of the Information Generation <ul><li>Ray Doiron, PhD </li></ul><ul><li>Libraries 20/20 </li></ul><ul><li>Symposium </li></ul><ul><li>October 22, 2007 </li></ul>
    2. 2. A Different Starting Point… <ul><li>Letting the learners speak for themselves </li></ul><ul><li>Recognizing differences in how youth today think and learn, plus… </li></ul>
    3. 3. Students' use of computers (1) 1. Response rate too low to ensure comparability. Percentage of students reporting they use the following “Almost every day” or “A few times each week”: Source: OECD (2005) Are students ready for a technology-rich world? What PISA studies tell us , Figures 3.3 and 3.4, pp.39 and 41. Games – 53% on average Internet research – 55% on average Word processing – 48% on average
    4. 4. Who are the learners of the information generation? Question one:
    5. 5. Interactive Participants
    6. 6. Interactive Participants accept change live and breathe innovation not passive observers active decision makers choice and variety goal oriented input into their choices
    7. 7. An Economic Force high expectations techno-savvy abilities disposable income workplace technology on-line shoppers
    8. 8. Connectivity & Community each other on-line all the time connect to the world text messaging cell phones peer group on-line to the world virtual communities
    9. 9. A Take Action Approach “ make your point” want to tackle solutions problem solvers fire first, and see what happens
    10. 10. Early Adopters live and breathe innovation
    11. 11. Early Adopters assume ownership and control how to make it work for me skills that transfer seamlessly
    12. 12. Early Adopters “ will do what we command of them” taking over the steering wheel
    13. 13. Passionately Tolerant global orientation social inclusion family structures diverse cultural values corporate interest authentication trust
    14. 14. Creating Personal Landscapes construct curriculum create their own learning land of endless possibilities different from parents type of playground work, learn, shop and create
    15. 15. Social Transformation digital mastery demographic muscle
    16. 16. Learn by Doing “ learning through research” develop own solutions take responsibility tackle problems show initiative give their knowledge intellectual openess “ playing with information”
    17. 17. Multi-Tasking, Multi-Modal, Multi-Resourcing create and use diverse range of structures media-rich resources structures are limiting to them natural learning mode
    18. 19. What literacies do the learners Question two: of the information generation need?
    19. 20. Wikis Critical Thinking Meta Expanding Blogging Critical Thinking Pod Casting Multiple & New Visual Languages NewTechnologies Information Literacy Cellular Surfing Writing Reading Traditional
    20. 21. New literacy outcomes for the information generation Basic Literacy Critical Literacy Technological Literacy Inquiry and Problem Solving Ethics and Social Responsibility Creativity and representation
    21. 22. Advanced Technological Literacy <ul><li>Complex set of effective and efficient search skills; </li></ul><ul><li>Strategic navigation of Internet sites; </li></ul><ul><li>Word processing skills fully integrated into the writing process. </li></ul><ul><li>Advanced communication skills using e-mail, text messaging and on-line networks like MSN on-line </li></ul><ul><li>Integrating other media formats such as slide shows, video clips, sound bites etc. into their writing and publishing activities. </li></ul>
    22. 23. Inquiry and Problem Solving <ul><li>Knowing when I have an information need or a problem that requires new information. </li></ul><ul><li>Essential Questions not Trivial Pursuit </li></ul><ul><li>Finding and using information to solve problems, make decisions and create new knowledge. </li></ul><ul><li>Skills with note-taking, organizing information, structuring information, synthesizing new knowledge and creating and sharing that knowledge. </li></ul>
    23. 24. Critical Literacy <ul><li>Focuses on how and in whose interests knowledge is produced. </li></ul><ul><li>Determining authenticity and reliability of sources. </li></ul><ul><li>Taking our place as active citizens in a democratic society. </li></ul>
    24. 25. Ethics and Social Responsibility <ul><li>Values associated with the fair and honest use of information. </li></ul><ul><li>Representing the knowledge of others accurately and appropriately. </li></ul><ul><li>Respect for confidentiality, intellectual property and illegal uses of knowledge and information. </li></ul>
    25. 26. Creativity and Representation <ul><li>Beyond the traditional project report to creative ways of preparing and sharing newly developed knowledge. </li></ul><ul><li>Learners combine presentation methods for more holistic and multimedia approaches. </li></ul><ul><li>The medium becomes the message. </li></ul><ul><li>Speaking, viewing, representing, listening, as well as reading and writing. </li></ul><ul><li>Slide shows, multimedia tools, website design, CD and DVD productions…. </li></ul>
    26. 27. Ethics and Social Responsibility <ul><li>Values associated with the fair and honest use of information. </li></ul><ul><li>Representing the knowledge of others accurately and appropriately. </li></ul><ul><li>Respect for confidentiality, intellectual property and illegal uses of knowledge and information. </li></ul>
    27. 28. Creativity and Representation <ul><li>Beyond the traditional project report to creative ways of preparing and sharing newly developed knowledge. </li></ul><ul><li>Learners combine presentation methods for more holistic and multimedia approaches. </li></ul><ul><li>The medium becomes the message. </li></ul><ul><li>Speaking, viewing, representing, listening, as well as reading and writing. </li></ul><ul><li>Slide shows, multimedia tools, website design, CD and DVD productions…. </li></ul>

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