Enhancing Learning & Participation: Critical Thinking Strategies & Practice


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With our rapidly increasing and instantaneous access to information, it can be difficult to help people slice through the “data smog” and become fluent with information while critically assessing its value and purpose. This webinar introduces a variety of technical resources and research tools, and provides tips to help make learning more meaningful, engaging, and relevant, with the ultimate goal of providing learners with opportunities to create something new and exciting. The end goal is to help learners enrich their lives by constructing a personal learning environment, online or face-to-face, that is conducive to information discovery, sharing, and lifelong learning.

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Enhancing Learning & Participation: Critical Thinking Strategies & Practice

  1. 1. Enhancing Learning & Participation:Critical Thinking Strategies & Practice
  2. 2. http://www.slideshare.net/chadmairn Google Site available at: https://sites.google.com/site/cil2012enhancedlearningNote: Let me know if you want editing rights @cmairn
  3. 3. Virtual Petting Zoo/Discussion anymeeting.com/chadmairn Want to hangout? gplus.to/chadmairn
  4. 4. AgendaDemonstrate some critical thinking activities that work.Provide tips to help make learning moremeaningful, engaging, and relevant, with the ultimategoal of providing learners with opportunities to createsomething new and exciting.Learn how to provide more visibility to libraryresourcesLearn to collaborate within new social media spaces.Brainstorm ideas for future Critical Thinking activities.
  5. 5. Information fluency is the intersection of information literacy, computer literacy and critical thinking.
  6. 6. An information literate individual …Determines the extent of information needed.Accesses the needed information effectively and efficiently.Evaluates information and its sources critically.Incorporates selected information into one’s knowledge base.Uses information effectively to accomplish a specific purpose.Understands the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally. Source: ACRL Information Literacy Competency Standards for Higher Education
  7. 7. A computer literate individual …Develops some technological skills while practicing the fine art ofbeing “information literate”, but “computer literacy” is primarily rotelearning of software and hardware. This is NOT a static skill, however.“Fluency with technology" focuses on understanding the underlyingconcepts of technology and applying problem-solving and criticalthinking to using technology. Source: ACRL Information Literacy Competency Standards for Higher Education
  8. 8. Critical Thinking defined by St. Petersburg College The active and systemic process of communication, problem solving, evaluation, analysis, synthesis, an d reflection, both individually and in community, to foster understanding, support sound decision- making, and guide action. Source: http://www.spcollege.edu/criticalthinking/faq/teaching.htm
  9. 9. So, I think information fluency is … communicating, problem solving, evaluating, analyzing, synthesizing, and reflecting on the entire process.… having the ability to think critically while being able to applythis thinking across a variety of “literacies” (e.g., information,technological, cultural, scientific etc.) in order to “fosterunderstanding, support sound decision-making, and guideaction” in the classroom and beyond!
  10. 10. TransliteracyThe ability to read, write and interact acrossa range of platforms, tools and media fromsigning and orality through handwriting, print,TV, radio and film, to digital social networks. Source: http://goo.gl/WUwbn
  11. 11. Some strategies/practices that can help encourage information fluency/critical thinking.
  12. 12. Allow the user to do the work and follow up with them.
  13. 13. “The trick is not in knowing the single solution. It’s having lots of different options and solutions to turn to.” Source: Wired Magazine April ,2012, page 22
  14. 14. diy.org
  15. 15. diy.org
  16. 16. http://www.civilization5.com/ http://game.nypl.org
  17. 17. Game Development Workshops Visit http://goo.gl/dQrnd for a list of game engines!
  18. 18. Pre/post testing using TRAILS
  19. 19. Activity: Submit TRAILS assessment http://goo.gl/8MplG
  20. 20. Using Diigo to highlight and annotate articles
  21. 21. Article Analysis (i.e., “intervention”) Assignment InstructionsRead "Government Should Regulate the Internet" article.Answer the 10 questions. You may want to consider these questions first and take notes while reading the article.I will schedule a chat/video session to share ideas and to discuss the issues.It may help to organize your thoughts using the "Elements of Thought and Standards Model”.FYI: I will refer to this critical thinking rubric and to this general reading rubric primarily when grading this assignment. Note: The VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics are from the Association of American Colleges and Universities.
  22. 22. Questions to consider …1. What is the main argument of this article?2. Can you distinguish between verifiable facts and the author’s values?3. How do you interpret the author’s conclusion[s] and is there an alternative conclusion[s]?4. Is there a problem with the author’s main thesis? Please explain.5. Can you recognize any logical inconsistencies?6. While reading the article did you assume anything that you shouldn’t?7. Did you have difficulties reading this article if you disagreed with the author’s premise?8. Are the author’s assumptions valid?9. Can you detect any biases (stated and/or unstated)?10. What did you learn from this process?
  23. 23. "Elements of Thought and Standards Model”
  24. 24. Here are some student quotes regarding what they learned from the process."I learned that finding resources for research projects is a task which requires attention to detail, rational thinking, and good judgement skills. The internet is full of information; some valid information, some not so valid. I found that sometimes opinions are stated as facts, and sometimes that facts can be misrepresented as opinions if citations are not present. I also learned that while research a topic, if I find a source of information, it never hurts to also research a little bit about the source in order to conclude if its a valid source of information or not.”"I think it was very interesting to tear down his article and evaluate it for biases, premises, validity, thesis, inconsistency, facts vs. opinion, etc. I usually do this subconsiously when I read or watch the news, but not to the extent that I did here when I really wrote it all out. It is so helpful to do this so that you can identify the view of the author, and then find a differing opinion, and compare the two, because the truth usually falls somewhere in the middle.”"To dissect an article a little more thoroughly and to examine credibility and an authors intentions when writing the article a little more closely.”"I have read the entire article four times now, and I don’t necessarily find a problem with the author’s thesis, however, find that there could be easily be more than just one.”“I learned to be more critically aware of information that I read and to carefully evaluate sources.”
  25. 25. CRAAP Test F.I.N.D.S Model Currency Focus Relevancy Investigate Accuracy Note Authority Develop Purpose Score
  26. 26. Help?• Schedule a one-on-one CLUE (College Library User Education) session• Visit a writing studio in the library!• Ask-a-Librarian virtual reference service.• Social Media.
  27. 27. Widely Share Your Library Resources!
  28. 28. Help enhance online content with authoritative library resources. This will bring morevisibility to your library and people will trust the information presented.
  29. 29. Edit Wikipedia articles and include library resources.
  30. 30. Find out what is trending on Twitter and support/enhance it with authoritative resources.The U.S. Congressional Twitter Directory, http://goo.gl/s1sVZ New Congressional Committee Must Put National Interest First. http://bit.ly/qUrYJr)
  31. 31. Using Twitter for class conversations Extra credit: Ask students to use Twitter. http://twitter.com/cmairn/my-students DM @cmairn
  32. 32. Collaboration
  33. 33. Slideshare Zipcast Source: http://goo.gl/7sMdV
  34. 34. Many people don’t needlibrarians to help themsearch. They need helpmaking senseof what they find.
  35. 35. After 3minutes ofno activity this windowdisplays on our website.
  36. 36. Skype Screen sharingJoin.me
  37. 37. Free Learning Management Systems (LMS) http://coursekit.com/ http://www.joinopenclass.com http://moodle.org/
  38. 38. Embedded Librarianship within an LMS
  39. 39. Course e-reserves within an LMS
  40. 40. Faculty can easily link to resources!
  41. 41. Popular Research Tools Library toolbar/Chrome extensionFacebook Search App.
  42. 42. Education For All
  43. 43. 3-D Critical Thinking Project
  44. 44. Assignment Idea • Find an article that has at least 1 fact and 1 opinion. • Conduct some research that supports your argument. • Any questions unanswered? If you could ask the author any question regarding the article what would it be? • If the article is online, consider posting a comment.
  45. 45. Assignment IdeaCreate your own infographics!
  46. 46. Some other activity ideasAsk students to write a book review or catalog a subject via GoodReads,LibraryThing, WorldCat etc.Ask students to become Wikipedians and either write an entry on somethingthat interests them and/or add to or correct an existing Wikipedia article.Documenting your sources will build credibility!Create a slideshow "movie" and document it using MLA or APA. Use free,online software like Googles Picassa 3, iMovie, Windows MovieMaker,Voicethread, or MemoriesonWeb to create a slideshow "movie" thatconveys a powerful message, constructs an argument, or teaches aneducational lesson.More information can be found at:http://www.spcollege.edu/SPG/WSPCL/librarians/mairn/lis2004/alternative_activity_ideas.html
  47. 47. Fine tune the course-long pre-writing project to completely incorporate computer literacy. (Course of Record)Utilize Google Plus Hangouts, Skype, Join.me, and other web conferencing technologies.Provide more library visibility in Course Management Systems.Explore Open Content.Ask students to create/publish their own course e-textbook using Apples iBooks Author. http://www.apple.com/ibooks-author/
  48. 48. Course-long Pre-Writing Project Tapping into one’s interests Reading for discovery/reflection Asking questions/What do you already know? Research proposal: title, thesis, abstract, outline Discuss topic with fellow students (peer review) Gathering information (books, articles, web sites etc.) Evaluating information (relevance, reliability, logic/claims) Take notes to avoid plagiarism and build credibility/citing sources Understand difference between cause and coincidence Assess scientific/political biases. Refining thesis/Group ideas How to organize (use an outline) Check outline for unity and coherence Discuss topic with fellow students (peer review) Support ideas with evidence Quoting, paraphrasing, and summarizing. Revision/presenting ideas Peer review Explain and reflect upon one’s research process Create an e-Textbook!
  49. 49. VALUE Rubrics - http://www.aacu.org/value/abouttherubrics.cfm
  50. 50. Select Web Tools to Help Enhance Learning• Mag.ma: Create video bundles.• Google Docs, Typewith.me: collaborate on projects.• Web Applications Index: 1,000’s of ideas!• Enable Wikipedia layers (Google Maps, Layar)• uStream.TV Everywhere: http://www.ustream.tv/everywhere• Jing, Screencast-o-matic: screenshots, videos made easy.• Slideshare ZipCast,SlideRocket: present via the Web.• Cover.it.live: live backchannel during lectures.• WolframAlpha: Computational Knowledge Engine Source: http://goo.gl/GkUt6
  51. 51. Please consider sharing your ideas or your successes.https://voicethread.com/share/1447074/
  52. 52. Let’s Hangout!gplus.to/chadmairn