Transforming Information Literacy for NowGen Students: Media 21


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Transforming Information Literacy for NowGen Students: Media 21

  1. 1. Transforming Information Literacy for NowGen Students: Media 21buffyhamilton, ed.s. lis5313 || florida state university || january 26, 2011<br />Image used under a CC license from<br />
  2. 2. seeds of the <br />media 21 project<br />
  3. 3. conversations as context<br />CC image via<br />
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  5. 5. “It’s all about learning…<br />how is this going to fundamentally enrich a conversation? <br />There isn’t a part of the library that isn’t about learning. Learning is a collaborative conversation.”<br />Dr. David Lankes<br />CC image via<br />Participatory Librarianship and Change Agents:<br />
  6. 6. sparking and igniting<br />conversations<br />cc licensed flickr photo by jurvetson:<br />
  7. 7. shared ownership of learning and conversations for learning<br />CC image via<br />
  8. 8. knowledge construction and creation<br />cc licensed flickr photo by Ian Muttoo:<br />
  9. 9. inquiry and learning centered<br />
  10. 10. connectivism<br />
  11. 11. “learning is the process of creating connections and developing a network.”<br />
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  21. 21. Media 21 Capstone Proposal Components<br />Brief research paper on technologies and learning theories reflected in the project proposal.<br />Project prospectus<br />Completion of project rubric<br />
  22. 22. Identification of the LoTI (Levels of Teaching Innovation)<br />Essential questions<br />Georgia Performance Standards<br />AASL Standards for 21st Century Learners<br />ISTE Standards for Students<br />Project Description<br />Technologies Used<br />Additional Materials To Be Purchased <br />Administrative Support<br />Project Prospectus<br />
  23. 23. Research as an ongoing learning experience<br />Expanding students’ concepts of authority <br />Introducing ways to use social media and web 2.0 tools for information management<br />Media 21 Goals<br />
  24. 24. Introduction and exploration of the concept of personal learning networks<br />Emphasis on inquiry and collaboration<br />Hands on experience with alternate ways of producing and sharing knowledge<br />Media 21 Goals<br />
  25. 25. Scaffold students’ ability to become their own information filters and to build their own information dashboards<br />Connect students with outside experts <br />Explore ways to connect our learning to a real world project or initiative<br />Media 21 Goals<br />
  26. 26. Two sections of 10th Honors Literature/Composition<br />Nine-twelve week study<br />Conceptual model of librarian and classroom teacher as co-teachers in an integrated setting<br />Media 21 Target Groups and Timeline<br />
  27. 27. the chemistry of collaboration: the dynamics of the media 21 project<br />
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  29. 29. media 21 project <br />implementation<br />
  30. 30. august 2009: building blocks for learning<br />
  31. 31. Introduction of concept of “networked student”<br />Introduction of essential learning tools and cloud computing(wikis, gmail, google docs, blogs, )<br />Exploration of social media as an information source for research<br />August 2009<br />
  32. 32. create conversations about collaborative knowledge building using wikis and inquiry based activities<br />1.1.9 collaborate with others to broaden and deepen understanding<br />1.3.4 contribute to the exchange of ideas within the learning community<br />4.1.7 use social networks and information tools to gather and share information <br />
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  35. 35. August 2009 Observations and Reflections<br />Time: <br />more needed than anticipated for learning activities and student collaboration; 50 minutes is not enough for this kind of immersed learning<br />more needed than anticipated for planning, creating, reflecting<br />Student engagement<br />Embracing messiness<br />Student patience and open-minded outlook<br />
  36. 36. september 2009:<br />connecting learning and social media <br />to the world<br />
  37. 37. Inquiry into social media for social good<br />Introduction of our Issues in Africa research initiative and literature circles: book tasting<br />Mid quarter reflections<br />September 2009<br />
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  42. 42. Midquarter Student Reflections<br />I have learned about the usefulness of wikis and how they can be used to share information as a group. It helped me understand how Wikipedia and other wikis actually work and function as learning tools. The introduction of learning through blogging on the site WordPress, was also a new experience to me. I was interested to find that some blogs actually contain credible information and not just opinion based articles.<br />Loren T.<br />
  43. 43. Students extended learning to real-world situations<br />Students loved Google Docs, Gmail, Google Sites, and blogging<br />Students had mixed feelings about the Wetpaint wiki---some found it confusing to navigate<br />September 2009 Reflections and Observations<br />
  44. 44. Students loved group and collaborative activities<br />Students indicated they needed help with certain writing strategies<br />Some students indicated they needed help managing multiple class streams of information and tools<br />September 2009 Reflections and Observations<br />
  45. 45. october-november 2009: pulling it all together for painting a bigger picture of learning<br />
  46. 46. Introduction of our Issues in Africa research initiative and literature circles<br />Using the tools for original content creation<br />Using the tools for reflection and transparency<br />Using the tools for collaborative knowledge building<br />October-November 2009<br />
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  48. 48. Two in-class literature circle meetings each week (each group determined its own reading schedule)<br />Each literature circle creates and shares a lit circle wiki created with Google Sites; lit circle meeting notes and comments are maintained in this space on a weekly basis<br />Two weekly reading journals (posted to individual blog) per week<br />Student Learning Activities: Issues in Africa<br />
  49. 49. A weekly research reflection is required on individual blogs each week<br />Three days in class per week for research and research mini-lessons and/or to work on multigenre projects<br />Students use Diigo to bookmark web-based resources; they may use Diigo to create web-based notes/annotations<br />Students use Noodletools for citation management; they may also use the electronic notecard feature<br />Student Learning Activities: Issues in Africa<br />
  50. 50. Blog posts<br />Lit circle wikis<br />Diigo bookmarks<br />Noodletools list and notes<br />A written paper <br />Five multigenre artifacts and reflections<br />A learning portfolio created in Google Sites<br />Learning Artifacts: Issues in Africa<br />
  51. 51. create conversations about adaptability and research strategies using blogs<br />1.2.5 demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success<br />1.2.6 display emotional resilience by persisting in information searching despite challenges<br />1.4.1 monitor own information-seeking processes for effectiveness and progress, and adapt as necessary<br />4.1.7 use social networks and information tools to gather and share information<br />
  52. 52. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. <br />1.1.9 Collaborate with others to broaden and deepen understanding. <br />
  53. 53. blogs<br />
  54. 54. create conversations about alternate representations of knowledge, organizing knowledge, sharing learning reflections, and sharing resources.<br />2.1.1 continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge<br />2.1.4 use technology and other information tools to analyze and organize information<br />3.1.2 participate and collaborate as members of a social and intellectual network of learners.<br />3.1.1 conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.<br />
  55. 55. create conversations about collaboration, leadership, and social responsibility for shared knowledge construction<br />2.1.5 collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems<br />3.2.1 demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations<br />3.2.2 show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions<br />4.1.7 use social networks and information tools to gather and share information<br />
  56. 56. diigo: sticky notes/highlighting<br />
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  65. 65. Most students embraced the freedom and responsibility for learning given to them<br />Students liked having flexibility in the kinds of information sources they could use<br />Students especially liked using Google News and Gale Global Issues in Context<br />Students did not use as many social media sources as I anticipated<br />October-November 2009 Reflections and Observations<br />
  66. 66. Some student resistance to student inquiry; disruption of school culture of learning<br />Some students fell behind and experienced difficulty keeping up due to absences caused by a major virus outbreak in our school during October<br />Time for me to actively reflect and compose those reflections on my blog<br />October-November 2009 Challenges<br />
  67. 67. november-december 2009: <br />synthesizing ideas with presentation zen<br />
  68. 68. Presentation zen<br />Digital citizenship<br />Creative Commons<br />November-December 2009 <br />
  69. 69. create conversations about digital citizenship and ethical use of information<br />1.3.3 follow ethical and legal guidelines in gathering and using information <br />
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  74. 74. Student Reflections on Presentation Zen<br />“I like that I cannot rely on my slides as much.  It requires me to actually learn what my project is about and not just copy and paste a whole paragraph into my power point then read it right off the slide when I am presenting.  I felt that I was more connected to the class while presenting and I really liked that, it made me feel better about myself while I was actually up in front of the class.”<br />
  75. 75. Student Reflections on Presentation Zen<br />“I like it SO much more. You feel so much more comfortable and relaxed when you can just look at your audience instead of reading bullets off a power point.  Thank you to Mrs. Lester and Mrs. Hamilton. I know that my grade does not match with how much I have learned. Even though my grade isn’t what I would hoped it to be, the learning I have received will be with me forever, and for that I am strongly appreciative.”<br />
  76. 76. Students embraced the principles and concepts of presentation zen<br />Students overcame their fears of public speaking<br />Students wondered if we could continue learning in this kind of environment<br />Assessment sometimes feels murky<br />November-December 2009 Observations/Reflections<br />
  77. 77. Personal Learning Environments with Netvibes/Information Dashboards<br />Social Bookmarking with Evernote<br />Google Sites Portfolios<br />Interviews with Real World Experts<br />Presentation Zen<br />March –May 2010: Veterans’ Issues<br />
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  89. 89. Began with unit study of Cry, the Beloved Country<br />Inquiry circles<br />More scaffolding with writing assignments (formal and informal)<br />Deeper metacognition with research reflections<br />More collaborative learning (i.e. collaborative research paper, Google Docs)<br />Tools: Wikispaces, Google Calendar, Google Docs, NoodleTools, Evernote, Wordpress<br /><br />2010-11 Media 21/Learning 21<br />
  90. 90. what have I learned?<br />
  91. 91. it takes time to grow a learning environment and learners rooted in <br />connectivism and participatory culture<br />
  92. 92. baby steps are OK<br />
  93. 93. anticipate some pushback<br />
  94. 94. students, teachers, and librarians should embrace the messiness of learning<br />
  95. 95. collaboration, teamwork, and the power of your own personal learning network inspire innovation and risk taking <br />
  96. 96. “No risk, no art. No art, no <br /> reward.”<br />Seth Godin<br />CC image via<br />Seth Godin, September 2010<br />
  97. 97. future directions<br />
  98. 98. help students plug into an expanded menu of information sources <br />
  99. 99. continue to nurture and scaffold metacognition and critical thinking as we expand our definition of information literacy<br />
  100. 100. help students forge their own paths for learning<br />Image used under a CC license from<br />
  101. 101. filter selectively to cultivate their interests and passions for lifelong learning<br />Image used under a CC license from<br />
  102. 102. expand our students’ universe<br />cc licensed photo by<br />
  103. 103. contact information<br /><br /><br /><br />