Lis560 trainingmodulepart3


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Lis560 trainingmodulepart3

  1. 1. Location Technology Workshop forParents of Teens By Di Zhang LIS 560
  2. 2. Target GroupParents of adolescents aged 12-18  Understudied group in terms of Information Behavior (teens are understudied as well) *APA, PBS documentary, and library professionals  Diverse group  Nonnuclear families are common  Comfortable with Internet. 94% are online.
  3. 3. Information Needs Teens Parents Rapidly developing physically,  Need a variety of resources emotionally, cognitively Frontal lobe is not fully  Guidance, and support, developed positive reinforcement Constantly seeking  Monitor and verify information information and self-identity Experimentation with risk-  Need to ensure teens are safe taking while under less and within reach supervision than previous generations
  4. 4. Location Technologies Apps, programs, devices that can keep track of where people are Google Latitude, AT&T FamilyMap, Facebook Check-in, GPS Addressing the issue of teen safety Must be approached as a family decision
  5. 5. Rubric of SkillsSkill Beginner Intermediate AdvancedLocate information on • Does not know how to • Knows how to locate this • Knows how to locate this locate this information information online. information online.location technologies online. • Knows where to find reliable updates on current and emerging technologiesKnow the various • Has basic knowledge of • Can name the different • Can name the different categories what location categories of location of location technologieslocation technologies technologies do, but technologies • Can give at least one example fromand their features cannot name specific • Can give one example from each each category and explain their technologies or their category and explain their basic basic and advanced features features features • Knows compatibility, pricing, and • Knows company information company information.Evaluate location •Does not know how • Has a sense of the pros and cons • Has a comprehensive knowledge of various technologies of a few technologies and what the pros and cons of differenttechnologies for relate to one’s own family purposes they serve technologies and what purposesrelevance to one’s own situation • Knows which technologies they servefamily situation would be helpful for one’s own • Knows which technologies would parenting be helpful for one’s own parenting • Can successfully discuss the use of the technologies with a teen
  6. 6. Workshop Outline Icebreaker Attention activity Skill 1: Ability to locate information about devices, programs, and technologies Skill 2: Ability to evaluate information to address personal/family preferences and needs Evaluation
  7. 7. Skill 1 Steps:  Lecture with handouts and PowerPoint  Online demonstration  Individual activity Learning styles (McCarthy):  WHAT- verbal learner who processes/reflects on information  HOW- common sense learner who thinks and does  WHY- dynamic learner who is creative and exploratory  WHAT IF- imaginative learner who connects things to experiences and feelings
  8. 8. Skill 2 Steps  Fill in sheet based on individual activity  Students share information  Class discussion ARCS  Attention- perception, inquiry and variability are met  Confidence- clear expectations, challenging and meaningful opportunities, and encouragement  Relevance- freedom to choose which piece of technology  Satisfaction- ensuring intrinsic and extrinsic rewards; questions
  9. 9. ConclusionParticipants should leave with the following: Ability to search Google, company websites, and technology websites for information on location technologies A basic knowledge of what technologies are available, along with their features The ability to evaluate different products for potential positives and negatives The ability to relate various technologies and products to one’s own family situation. Handout Evaluation
  10. 10. References 22 Surprising facts about birth in the United States. (2009, August). Baby Center. Retrieved February 24, 2011, from the-united-states_1372273.bc?showAll=true American Women Are Waiting to Begin Families. (2002, December 11). Centers forDisease Control and Prevention. Retrieved February 24, 2011, from Case, D.O. (2008). Looking for Information: A Survey of Research on InformationSeeking, Needs, and Behavior (2nd ed.). UK: Emerald Group Publishing Limited. Developing Adolescents: A Reference for Professionals. American Psychological Association. (2008). Retrieved from APA Web site: Fatt, James Poon Teng. (1993). Learning Styles in Training: Teaching Learners the Way to Learn. Industrial and Commercial Training, 25(9), 17-23. Macgill, A. (2007). Parents, Teens and Technology. PEW Research Center Publications. Retrieved on February 25, 2011 from: McCarthy, Bernice. (1997). A tale of four learners: 4MAT’s learning styles. Educational Leadership, 54(6), 46-52.
  11. 11. References McDonough, H. (2007). “Dragging a Three-Year-Old to a Library”: The InformationBehavior of Parents of Young Children. Southern Connecticut State University. Retrieved on January 24, 2011, from: p_Information_Behavior.htm Pattee, A. (2006). The secret source: Sexually explicit young adult literature as an information source. Young Adult Library Services, 4, 30-38. Robyler, M.D. & J Edwards. (2000). “Learning Theories and Integration Models.” InIntegration Educational Technology into Teaching. Upper Saddle River: Prentice Hall. A. Shanton and P. Dixon. Just what do they want? What do they need? A study of the information needs of children, Children and Libraries 1 (2003), pp. 36-42. Spinks, S. (2002). Frontline: Inside the Teenage Brain. Retrieved on January 24, 2011, from PBS Web site: US Census Bureau. (2009). Retrieved on February 24, 2011, from: qr_name=ACS_2009_5YR_G00_S0901&-ds_name=ACS_2009_5YR_G00_&-redoLog=false