Children of the digital revolution
http://www.abs.gov.au/socialtrends The most popular use for the internet was educational activities. Educational activities were most popular among older children cc licensed ( BY SD ) ﬂickr photo by Ernst Vikne: http://ﬂickr.com/photos/iboy/3447925723/
cc licensed ( BY NC
SD ) ﬂickr photo by Leonard John Matthews: http://ﬂickr.com/photos/mythoto/1234638761/Mobile phones are a toolfor communication as wellas a source for information. http://www.abs.gov.au/socialtrendshttp://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features60Jun+2011
Sense-making and the ability to
assess the credibiility of information are paramount. Horizon Report 2011 K-12 EditionCloud computing is saving schools money and resources. It has openeddoors for more exibility, more space, more collaboration, and ultimately, more creativeuses of Internet resources for educators to incorporate in their classrooms. Mobile “always connected” devices are the doorways to the content and social tapestries of the Internet. The vast potential for learning. They embody the convergence of technology and support exible access to multiple sources of content. 21st century developments
‣ Facilitate and inspire student
learning and creativity‣ Design and develop digital-age learning experiences and assessments‣ Design and develop digital-age learning experiences and assessments‣ Model digital-age work and learning‣ Promote and model digital citizenship and responsibility‣ Engage in professional growth and leadership cc licensed ( BY NC SD ) ﬂickr photo by pietroizzo: http://ﬂickr.com/photos/pietroizzo/2034681616/
cc licensed ( BY NC
SD ) ﬂickr photo by The Shifted Librarian: http://ﬂickr.com/photos/shifted/3360687295/
When a technology focus subverts
students’ conversation and development of critical thinking skills (and their ability to evaluate and analyse the information at hand), the mental processes that change knowledge from information to concept are not learned.Bomar, S. (2010). A School-Wide Instructional Framework for Evaluating Sources. Knowledge Quest, 38(3), 72-75.
By showing our students how
to connect adatabase information repository (such asEBSCO, Gale, or JStor) or a local libraryservice with Google Scholar, we are helpingstudents broaden the scope of their informationseeking, while at the same time refining thequality of the information response.
cc licensed ﬂickr photo by
Stéfan: http://ﬂickr.com/photos/st3f4n/3951143570/ revolutionising Picking the right tool knowledge discovery
These new search modalities require
a more sophisticated response because of the interconnectedness of information sources and socially networked and tagged repositories .Gunnels, C. B., & Sisson, A. (2009). Confessions of a Librarian or: How I Learned to Stop Worrying and Love Google. Community & Junior College Libraries, 15(1), 15-21.
Re-think what ‘collection’ of information
means,thereby supporting personalized and collaborativeinformation seeking and knowledge conversations. cc licensed ( BY NC SD ) ﬂickr photo by Pricklebush: http://ﬂickr.com/photos/pricklebush/224674200/
Re-think information collection to become
highlyflexible and collaborative forms of informationorganization and dissemination. cc licensed ( BY NC SD ) ﬂickr photo by Andreas Blixt: http://ﬂickr.com/photos/mr-blixt/4504547877/