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Transforming
                                                                                            Information Literacy
                                                                                                 for Today’s K-12
                                                                                           Learners Through the
                                                                                         Lenses of Transliteracy,
                                                                                                      Inquiry, and
                                                                                          Participatory Learning
                                                                                 Presented by Buffy J. Hamilton | February 2012 |NEFLIN


CC image via http://www.flickr.com/photos/mindfulness/33922613/sizes/l/in/photostream/
how are we helping students create conversations
about multiple ways of reading and writing today’s
world?
how to provide learning
                                                                               experiences that
                                                                               provide students more
                                                                               ownership and
                                                                               increased participation
                                                                               in conversations for
                                                                               learning
CC image via http://www.flickr.com/photos/guillaumeseguin/5294641318/sizes/l/in/faves-
10557450@N04/
our canvas for
                     reframing our
                           vision of
                       information
                           literacy:
             transliteracy,
               inquiry, and
             participatory
              learning and
                    culture
                                                             CC image via
http://www.flickr.com/photos/blueshoe/5645198954/sizes/o/in/photostream/
Transliteracy is the ability to read,
write and interact across a range of
platforms, tools and media from
signing and orality through
handwriting, print, TV, radio and film,
to digital social networks.

Source: http://nlabnetworks.typepad.com/transliteracy/
but what does that
 really mean?
CC image via
http://www.flickr.com/photos/drh/2578799446/sizes/l/in/photostream/
Transliteracy is an umbrella term encompassing
different literacies and multiple communication
channels that require active participation
with and across a range of platforms, and
embracing both linear and non-linear messages


Dr. Susie Andretta
London Metropolitan University



 Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf
Transliteracy is a “a convergence of literacies”
(Lippincott, 2007: 17) as the boundaries
between medial literacy, digital literacy,
technology literacy and information literacy
become blurred when individuals evolve from
consumers of information to producers of
content.

Dr. Susie Andretta
London Metropolitan University


 Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf and
 http://net.educause.edu/ir/library/pdf/ERM07610.pdf
“The most fundamental notion of
transliteracy is the ability to adapt.
It’s creating a literacy and fluidity
between mediums that’s not tied
to space or modality.”

Ryan Nadel
founder of 8 Leaf Digital Productions and an instructor at the Vancouver Film School
Source: http://spotlight.macfound.org/featured-stories/entry/what-is-this-buzz-word-transliteracy-a-qa-with-ryan-nadel/
Transliteracy is concerned with mapping
meaning across different media and not with
developing particular literacies about various
media. It is not about learning text literacy and
visual literacy and digital literacy in isolation
from one another but about the interaction
among all these literacies.
Tom Ipri
Liaison Librarian to the College of Media Arts and Design at W. W. Hagerty Library at Drexel
University

Source: http://crln.acrl.org/content/71/10/532.full
…thinking linearly about literacy is seldom
a good idea. Literacy should be thought of
as a holistic ecology, not a linear series
of events and changes…

Professor Sue Thomas
De Montfort University, Leicester, UK


 Source: http://bit.ly/p4g9YJ
“the process of being
                                                                           transliterate does not have
                                                                           an end point. Instead, I like
                                                                           to think of the transliteracy
                                                                                 process as being like a
                                                                             nautilus that is constantly
                                                                                    growing and adding
                                                                                 chambers to its shell.”

                                                                                                                     Jamie Hollier
                                                                               Project Coordinator for Public Computing Centers at
ce: http://www.jamiehollier.com/2011/07/supporting-transliteracy-part-1/
                                                                                                             Colorado State Library
mage via http://www.flickr.com/photos/donlonphoto/2721385316/
“embrace the potentials and
challenges of this [participatory]
emerging culture not as a
replacement for existing print
practices but as an expansion of
them”
~henry jenkins~
http://teachweb2.blogspot.com/2010/01/personal-learning-
environments-student.html
CC image via http://bit.ly/r8oa8n
how do we disrupt what paulo freire terms the
 “banking” system of education that devalues
                  inquiry?




Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/
we can’t cultivate networked learners without
         putting pedagogy before tools




CC image via http://www.flickr.com/photos/wheatfields/116732195/sizes/l/in/photostream/
the inquiry
driven
classroom…




                                                   CC image via
 http://www.flickr.com/photos/atbaker/53743882/sizes/l/in/faves-
                                              10557450@N04/
Graphic used with permission from Dr. Barbara Stripling
values dis-ease--there are many
questions raised without answers


Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire                        Image used under a CC license from
                                                                                           http://www.flickr.com/photos/eleaf/2536358399/sizes/l/
establishes
more than
the teacher
as validator
of knowledge/
work

CC image via
http://www.flickr.com/photos/sudhamshu/4208690449/sizes/o/in/photostr
eam/
                                                                        Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
nurtures a feeling of responsibility to
oneself and to the class

CC image via http://www.flickr.com/photos/alltoomuch/3389937799/sizes/l/in/faves-
10557450@N04/
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
recognizes classroom as a complicated, non-
       laboratory place filled with complex, caring
                     human beings
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
fights culture of school that wants THE
right answer

Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
exercises patience- doesn't give up too quickly and
realizes community/learning/inquiry doesn't happen
overnight
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
values transparency and make the class part
            of determining what is occurring




                                                                Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
Image used under a CC license from
http://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/
relatively low barriers to artistic
expression and civic engagement
strong support for creating and sharing one’s
creations with others
what is known by the most experienced is
         passed along to novices
members believe that their contributions
               matter
members feel some degree of social
            connection with one another



CC image via http://www.flickr.com/photos/buildingunity/303497031/sizes/l/in/faves-10557450@N04/
how can an inquiry stance on
learning encourage
participatory learning and
transliterate learning
practices/experiences?
multiple tools, multiple literacies




CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
Graphic used with permission from Dr. Barbara Stripling
Source: http://www.slideshare.net/theunquietlibrary/inquiry-and-the-learning-process
1
    connect
“awakening prior knowledge”
                                                                                            Kristin Fontichiaro




CC image via http://www.flickr.com/photos/guccibear2005/141861924/sizes/l/in/photostream/
Connecting


    providing context
     and background
                        providing focus to deal
   knowledge/building
                           with information
         schema
                          overload (big idea
                               thinking)
Connecting



             Collaborative   Scale/share
   Provide
              knowledge      constructed
   choices
               building      knowledge
Connecting: Transliterate Strategies
   KWL (traditional paper and virtual
   means) and pre-searching


   Face to face discussions (scaled and
   shared through social media/cloud
   computing


   Mindmapping
Mindomo




CC image via http://www.flickr.com/photos/azureluv/418634544/sizes/o/in/photostream/
Bubbl.us




CC image via hhttp://www.flickr.com/photos/trufflepig/3357979840/sizes/l/in/photostream/
p://www.flickr.com/photos/azureluv/418634544/sizes/o/in
Source: http://theunquietlibrarian.wordpress.com/2012/01/26/media-21-student-shares-her-creative-approach-to-mindmapping/
Student Reactions to Mindmapping
• Students were generally quite positive about the
  process and indicated it was helpful in better
  discerning important information and big ideas as well
  as organizing that information; this feedback
  was encouraging since these were challenges students
  identified in our research project last semester.
• Other students shared they felt they were able to
  initiate and sustain a richer level of participation
  and engagement as members of their Fishbowls
  because the mindmap helped them easily remember
  key ideas they wanted to share and was a quick way to
  prompt talking points as opposed to looking a written
  reflection.
Student Reactions to Mindmapping
• Several students also indicated they felt creating the
  mindmap helped them better synthesize and remember
  the information they were finding in their research.
• Some students indicated they would enjoy having the
  option to create a mindmap rather than always writing a
  narrative reflection for Fishbowl discussions about their
  novel/book studies.
• One student shared that the mindmapping helped her feel
  as though her Fishbowl now had multiple experts on
  different topics and that the group was able to cover a
  broader amount of information with more depth;
  additionally, she thought the mindmap sharing created
  a different element of fun for the Fishbowl discussion. She
  described mindmapping as helping students to create a
  “3D” perspective about a topic instead of just “brushing the
  surface with a boring 2D” perspective.
2
                                                                           wonder


CC image via http://www.flickr.com/photos/mymollypop/2646559132/sizes/l/
Wonder



                             Scale/share
              Small/whole    constructed
Developing
                 group        knowledge
 questions
             brainstorming    with larger
                             “classroom”
collective knowledge and curation as we
wonder




CC image via http://www.flickr.com/photos/antphotos/3460832408/sizes/l/in/photostream/
fishbowl discussions
CC image via http://www.flickr.com/photos/shareski/5669939986/sizes/l/in/photostream/
3
    investigate
Investigate


                  Organizing    Evaluating
 Search Skills
                 Information   Information


 Reflection/     Information   Ethical use of
Metacognition    dashboards     information
inquiry, engagement, and collective
intelligence face to face
inquiry, engagement, and collective
intelligence via virtual mediums
netvibes
symbaloo
curation
citation management and collaborative source
evaluation
4
    construct
Constructing New Understandings

                    Synthesis


                Finding patterns/
                  relationships


              Developing conclusions
CC image via
http://www.flickr.com/photos/lizadaly/2944376209/sizes/l/in/photostream/
CC image via http://www.flickr.com/photos/ableman/283139915/sizes/l/in/photostream/
Source: http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf
CC image via http://www.flickr.com/photos/tambako/3129100592/sizes/l/in/faves-
10557450@N04/
CC image via http://www.flickr.com/photos/familymwr/4989283309/sizes/l/in/photostream/
Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2
Source: http://www.slideshare.net/theunquietlibrary/voice-thread-or-prezi-graphic-organizer-part-2
5
                                                                                                express


CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
Express

  Shared Learning



   Authenticity/
   Digital Rigor



     Creativity
“Looking at this across the
disciplines you start to see
how important the
knowledge-creation
activity plays into the
sense of identity. The
overriding theme is that
one does not become a
“scholar” until they have
created something new. In
their eyes, it is the act of
creation that
distinguishing the student
from the scholar.”
Brian Mathews, Assistant University Librarian
at UC Santa Barbara
netvibes
digital research “texts”
6
                                                                       reflect


CC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/
Reflect




   process   product
Reflect: Assessment and Evaluation

              Formative




       Self               Summative
formative
assessment:
                                                         the
                                             measurement
                                              of knowledge
                                           and skills during
                                             the process of
                                                    learning
Source: Stripling, 2007/2009, pp. 167-68
Formative Assessment
 • Formative assessments engage the school
   library media specialist, classroom teacher,
   and student in thinking about the learning
   process while it is happening so that
   adjustments can be made if needed
 • Ongoing and reflective in nature
 • Frames teachers and students as partners in
   learning

Source: Stripling, 2009
summative
assessment is the
measurement of knowledge
and skills at the end of a
process of learning in
order to
determine
                   the amount and
                       quality of learning
                                     Source: Stripling, 2007/2009, pp. 167-68
Summative Assessments
  •   Presentations         • Multimedia creations
                              (Voice Thread, Video,
  •   Portfolios
                              Glogster)
  •   Text based papers     • Tests/Exams
  •   Reflective narratives • Performance based
                               tasks




Source: Stripling, 2009
student self-assessment:
who is in charge of
your
learning?
Standards for the 21st Century Learner
                 in Action




Original photography by Buffy J. Hamilton
Benefits of Student Self-Assessment

 •   Encourages participatory learning
 •   Increases intrinsic motivation
 •   Helps students construct new meanings
 •   Helps cultivate a sense of ownership of
     learning and agency over learning
     environment

Source: Harada, 2010
Examples of Student Led Formative
                      Assessments
 • Reflecting (learning      • Questions
   logs or blogs,            • Sharing, Reciprocal
   notetaking)                 Teaching
 • Video recorded            • Peer Review
   reflections/narratives
 • Graphic organizers
   (KWL charts, concept
   maps/mind mapping,
   idea webs)

Source: Stripling, 2009
Rubric Source: http://ourlostchildren.wikispaces.com/file/view/VoiceThread+Rubric.pdf
Source:
http://teachingsagittarian.com/2009/03/voice
thread-as-a-digital-portfolio/
Source: http://www.slideshare.net/buffyjhamilton/post-fishbowl-discussion-reflections
Source: http://www.slideshare.net/buffyjhamilton/information-source-evaluation-jackson-hamilton-hero-project-winter-2012
Source: http://www.slideshare.net/theunquietlibrary/digital-research-project-peer-review-form-media-21-fall-2011-prezi
CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/
connecting
creating
collaborating
constructing
CC image via
http://www.flickr.com/photos/xjrlokix/5097846224/si
zes/l/in/photostream/
contact information


                             buffy.hamilton@gmail.com
              http://theunquietlibrarian.wordpress.com
                   http://buffyjhamilton.wordpress.com
                               Twitter: @buffyjhamilton
Works Cited
Berger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly
     26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011.
     <http://www.schoollibrarymonthly.com/articles/Berger2010-
    v26n5p14.html>.
Fontichiaro, Kristin. “Nudging Toward Inquiry (AASL 2009).” American
     Association of School Librarians
    National Conference. Charlotte, NC. Nov. 2009. Vimeo. Web. 23 Oct.
     2011. http://vimeo.com/7715376>.
- - -. “Rigorous Learning with 21st-Century Technology.” Vermont
     Dynamic Landscapes Conference.
    Burlington, VT. May 2011. Kristin Fontichiaro. Web. 23 Oct. 2011.
     <http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf>.
Works Cited
Harada, Violet. “Self-assessment: Challenging students to take charge of learning.”
      School Library Monthly 26.10 (2010): 13-15. Academic Search Complete. Web. 23
      Oct. 2011. < http://proxygsu-
      sche.galileo.usg.edu/login?url=http://search.ebscohost.com/
      login.aspx?direct=true&db=a9h&AN=51003266&site=ehost-live >.
Mathews, Brian. “What It Takes To Become A Scholar: Helping Students Scale the
      Taxonomy.” The Ubiquitous Librarian. The Chronicle of Higher Education, 26 Sept.
      2011. Web. 23 Oct. 2011.
      <http://chronicle.com/blognetwork/theubiquitouslibrarian/2011/09/26/what-it-
      takes-to-become-a-scholar-helping-students-scale-the-taxonomy/>.
Stripling, Barbara. “Assessing Information Fluency: Gathering Evidence of Student
      Learning.” 21st Century Learning in School Libraries. Ed. Kristin Fontichiaro. Santa
      Barbara, CA: Libraries Unlimited, 2009. 166-170. Print.
- - -. “Teaching Students to Think in the Digital Environment: Digital Literacy and
      Digital Inquiry.” School Library Monthly 26.8 (2010): n. pag. School Library Monthly.
      Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/articles/Stripling2010-
      v26n8p16.html>.

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Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participatory Learning

  • 1. Transforming Information Literacy for Today’s K-12 Learners Through the Lenses of Transliteracy, Inquiry, and Participatory Learning Presented by Buffy J. Hamilton | February 2012 |NEFLIN CC image via http://www.flickr.com/photos/mindfulness/33922613/sizes/l/in/photostream/
  • 2. how are we helping students create conversations about multiple ways of reading and writing today’s world?
  • 3. how to provide learning experiences that provide students more ownership and increased participation in conversations for learning CC image via http://www.flickr.com/photos/guillaumeseguin/5294641318/sizes/l/in/faves- 10557450@N04/
  • 4. our canvas for reframing our vision of information literacy: transliteracy, inquiry, and participatory learning and culture CC image via http://www.flickr.com/photos/blueshoe/5645198954/sizes/o/in/photostream/
  • 5. Transliteracy is the ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks. Source: http://nlabnetworks.typepad.com/transliteracy/
  • 6. but what does that really mean?
  • 8. Transliteracy is an umbrella term encompassing different literacies and multiple communication channels that require active participation with and across a range of platforms, and embracing both linear and non-linear messages Dr. Susie Andretta London Metropolitan University Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf
  • 9. Transliteracy is a “a convergence of literacies” (Lippincott, 2007: 17) as the boundaries between medial literacy, digital literacy, technology literacy and information literacy become blurred when individuals evolve from consumers of information to producers of content. Dr. Susie Andretta London Metropolitan University Source: http://nlabnetworks.typepad.com/transliteracy/Andretta_Transliteracy.pdf and http://net.educause.edu/ir/library/pdf/ERM07610.pdf
  • 10. “The most fundamental notion of transliteracy is the ability to adapt. It’s creating a literacy and fluidity between mediums that’s not tied to space or modality.” Ryan Nadel founder of 8 Leaf Digital Productions and an instructor at the Vancouver Film School Source: http://spotlight.macfound.org/featured-stories/entry/what-is-this-buzz-word-transliteracy-a-qa-with-ryan-nadel/
  • 11. Transliteracy is concerned with mapping meaning across different media and not with developing particular literacies about various media. It is not about learning text literacy and visual literacy and digital literacy in isolation from one another but about the interaction among all these literacies. Tom Ipri Liaison Librarian to the College of Media Arts and Design at W. W. Hagerty Library at Drexel University Source: http://crln.acrl.org/content/71/10/532.full
  • 12. …thinking linearly about literacy is seldom a good idea. Literacy should be thought of as a holistic ecology, not a linear series of events and changes… Professor Sue Thomas De Montfort University, Leicester, UK Source: http://bit.ly/p4g9YJ
  • 13. “the process of being transliterate does not have an end point. Instead, I like to think of the transliteracy process as being like a nautilus that is constantly growing and adding chambers to its shell.” Jamie Hollier Project Coordinator for Public Computing Centers at ce: http://www.jamiehollier.com/2011/07/supporting-transliteracy-part-1/ Colorado State Library mage via http://www.flickr.com/photos/donlonphoto/2721385316/
  • 14. “embrace the potentials and challenges of this [participatory] emerging culture not as a replacement for existing print practices but as an expansion of them” ~henry jenkins~
  • 16. CC image via http://bit.ly/r8oa8n
  • 17. how do we disrupt what paulo freire terms the “banking” system of education that devalues inquiry? Image used under a CC license from http://www.flickr.com/photos/stuckincustoms/4034124468/sizes/l/
  • 18. we can’t cultivate networked learners without putting pedagogy before tools CC image via http://www.flickr.com/photos/wheatfields/116732195/sizes/l/in/photostream/
  • 19. the inquiry driven classroom… CC image via http://www.flickr.com/photos/atbaker/53743882/sizes/l/in/faves- 10557450@N04/
  • 20. Graphic used with permission from Dr. Barbara Stripling
  • 21. values dis-ease--there are many questions raised without answers Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire Image used under a CC license from http://www.flickr.com/photos/eleaf/2536358399/sizes/l/
  • 22. establishes more than the teacher as validator of knowledge/ work CC image via http://www.flickr.com/photos/sudhamshu/4208690449/sizes/o/in/photostr eam/ Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • 23. nurtures a feeling of responsibility to oneself and to the class CC image via http://www.flickr.com/photos/alltoomuch/3389937799/sizes/l/in/faves- 10557450@N04/ Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • 24. recognizes classroom as a complicated, non- laboratory place filled with complex, caring human beings Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • 25. fights culture of school that wants THE right answer Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • 26. exercises patience- doesn't give up too quickly and realizes community/learning/inquiry doesn't happen overnight Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
  • 27. values transparency and make the class part of determining what is occurring Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire Image used under a CC license from http://www.flickr.com/photos/somegeekintn/3368983089/sizes/l/
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  • 29. relatively low barriers to artistic expression and civic engagement
  • 30. strong support for creating and sharing one’s creations with others
  • 31. what is known by the most experienced is passed along to novices
  • 32. members believe that their contributions matter
  • 33. members feel some degree of social connection with one another CC image via http://www.flickr.com/photos/buildingunity/303497031/sizes/l/in/faves-10557450@N04/
  • 34. how can an inquiry stance on learning encourage participatory learning and transliterate learning practices/experiences?
  • 35. multiple tools, multiple literacies CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
  • 36. Graphic used with permission from Dr. Barbara Stripling
  • 38. 1 connect
  • 39. “awakening prior knowledge” Kristin Fontichiaro CC image via http://www.flickr.com/photos/guccibear2005/141861924/sizes/l/in/photostream/
  • 40. Connecting providing context and background providing focus to deal knowledge/building with information schema overload (big idea thinking)
  • 41. Connecting Collaborative Scale/share Provide knowledge constructed choices building knowledge
  • 42. Connecting: Transliterate Strategies KWL (traditional paper and virtual means) and pre-searching Face to face discussions (scaled and shared through social media/cloud computing Mindmapping
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  • 50. Mindomo CC image via http://www.flickr.com/photos/azureluv/418634544/sizes/o/in/photostream/
  • 51. Bubbl.us CC image via hhttp://www.flickr.com/photos/trufflepig/3357979840/sizes/l/in/photostream/ p://www.flickr.com/photos/azureluv/418634544/sizes/o/in
  • 53. Student Reactions to Mindmapping • Students were generally quite positive about the process and indicated it was helpful in better discerning important information and big ideas as well as organizing that information; this feedback was encouraging since these were challenges students identified in our research project last semester. • Other students shared they felt they were able to initiate and sustain a richer level of participation and engagement as members of their Fishbowls because the mindmap helped them easily remember key ideas they wanted to share and was a quick way to prompt talking points as opposed to looking a written reflection.
  • 54. Student Reactions to Mindmapping • Several students also indicated they felt creating the mindmap helped them better synthesize and remember the information they were finding in their research. • Some students indicated they would enjoy having the option to create a mindmap rather than always writing a narrative reflection for Fishbowl discussions about their novel/book studies. • One student shared that the mindmapping helped her feel as though her Fishbowl now had multiple experts on different topics and that the group was able to cover a broader amount of information with more depth; additionally, she thought the mindmap sharing created a different element of fun for the Fishbowl discussion. She described mindmapping as helping students to create a “3D” perspective about a topic instead of just “brushing the surface with a boring 2D” perspective.
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  • 57. 2 wonder CC image via http://www.flickr.com/photos/mymollypop/2646559132/sizes/l/
  • 58. Wonder Scale/share Small/whole constructed Developing group knowledge questions brainstorming with larger “classroom”
  • 59. collective knowledge and curation as we wonder CC image via http://www.flickr.com/photos/antphotos/3460832408/sizes/l/in/photostream/
  • 61. CC image via http://www.flickr.com/photos/shareski/5669939986/sizes/l/in/photostream/
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  • 74. 3 investigate
  • 75. Investigate Organizing Evaluating Search Skills Information Information Reflection/ Information Ethical use of Metacognition dashboards information
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  • 78. inquiry, engagement, and collective intelligence face to face
  • 79. inquiry, engagement, and collective intelligence via virtual mediums
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  • 93. citation management and collaborative source evaluation
  • 94. 4 construct
  • 95. Constructing New Understandings Synthesis Finding patterns/ relationships Developing conclusions
  • 97. CC image via http://www.flickr.com/photos/ableman/283139915/sizes/l/in/photostream/
  • 99. CC image via http://www.flickr.com/photos/tambako/3129100592/sizes/l/in/faves- 10557450@N04/
  • 100. CC image via http://www.flickr.com/photos/familymwr/4989283309/sizes/l/in/photostream/
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  • 107. 5 express CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
  • 108. Express Shared Learning Authenticity/ Digital Rigor Creativity
  • 109. “Looking at this across the disciplines you start to see how important the knowledge-creation activity plays into the sense of identity. The overriding theme is that one does not become a “scholar” until they have created something new. In their eyes, it is the act of creation that distinguishing the student from the scholar.” Brian Mathews, Assistant University Librarian at UC Santa Barbara
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  • 126. 6 reflect CC image via http://www.flickr.com/photos/dcassaa/662891484/sizes/o/
  • 127. Reflect process product
  • 128. Reflect: Assessment and Evaluation Formative Self Summative
  • 129. formative assessment: the measurement of knowledge and skills during the process of learning Source: Stripling, 2007/2009, pp. 167-68
  • 130. Formative Assessment • Formative assessments engage the school library media specialist, classroom teacher, and student in thinking about the learning process while it is happening so that adjustments can be made if needed • Ongoing and reflective in nature • Frames teachers and students as partners in learning Source: Stripling, 2009
  • 131. summative assessment is the measurement of knowledge and skills at the end of a process of learning in order to determine the amount and quality of learning Source: Stripling, 2007/2009, pp. 167-68
  • 132. Summative Assessments • Presentations • Multimedia creations (Voice Thread, Video, • Portfolios Glogster) • Text based papers • Tests/Exams • Reflective narratives • Performance based tasks Source: Stripling, 2009
  • 133. student self-assessment: who is in charge of your learning?
  • 134. Standards for the 21st Century Learner in Action Original photography by Buffy J. Hamilton
  • 135. Benefits of Student Self-Assessment • Encourages participatory learning • Increases intrinsic motivation • Helps students construct new meanings • Helps cultivate a sense of ownership of learning and agency over learning environment Source: Harada, 2010
  • 136. Examples of Student Led Formative Assessments • Reflecting (learning • Questions logs or blogs, • Sharing, Reciprocal notetaking) Teaching • Video recorded • Peer Review reflections/narratives • Graphic organizers (KWL charts, concept maps/mind mapping, idea webs) Source: Stripling, 2009
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  • 147. CC image via http://www.flickr.com/photos/marcwathieu/2979581445/sizes/l/
  • 150. contact information buffy.hamilton@gmail.com http://theunquietlibrarian.wordpress.com http://buffyjhamilton.wordpress.com Twitter: @buffyjhamilton
  • 151. Works Cited Berger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly 26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/articles/Berger2010- v26n5p14.html>. Fontichiaro, Kristin. “Nudging Toward Inquiry (AASL 2009).” American Association of School Librarians National Conference. Charlotte, NC. Nov. 2009. Vimeo. Web. 23 Oct. 2011. http://vimeo.com/7715376>. - - -. “Rigorous Learning with 21st-Century Technology.” Vermont Dynamic Landscapes Conference. Burlington, VT. May 2011. Kristin Fontichiaro. Web. 23 Oct. 2011. <http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf>.
  • 152. Works Cited Harada, Violet. “Self-assessment: Challenging students to take charge of learning.” School Library Monthly 26.10 (2010): 13-15. Academic Search Complete. Web. 23 Oct. 2011. < http://proxygsu- sche.galileo.usg.edu/login?url=http://search.ebscohost.com/ login.aspx?direct=true&db=a9h&AN=51003266&site=ehost-live >. Mathews, Brian. “What It Takes To Become A Scholar: Helping Students Scale the Taxonomy.” The Ubiquitous Librarian. The Chronicle of Higher Education, 26 Sept. 2011. Web. 23 Oct. 2011. <http://chronicle.com/blognetwork/theubiquitouslibrarian/2011/09/26/what-it- takes-to-become-a-scholar-helping-students-scale-the-taxonomy/>. Stripling, Barbara. “Assessing Information Fluency: Gathering Evidence of Student Learning.” 21st Century Learning in School Libraries. Ed. Kristin Fontichiaro. Santa Barbara, CA: Libraries Unlimited, 2009. 166-170. Print. - - -. “Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry.” School Library Monthly 26.8 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/articles/Stripling2010- v26n8p16.html>.