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Do you have the keys to tomorrow?


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Our students are born into a digital era which has significantly changed their literacy and information encounters and the ways they can learn. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and the semantic web are all part of the new digital conversation of learning. On top of that the iPad and other mobile devices have compounded the changing role of school libraries forever. This is our story - a story about the transition to a new millennium where our library and learning ecology needs adaptability at its core so it can provide the keys to 21st lifelong learning.

Published in: Education

Do you have the keys to tomorrow?

  1. Do you havethe keys totomorrow?Judy O’Connell FACULTY OF EDUCATION
  3. Google Public Data Explorer
  4. cc licensed ( BY NC ND ) flickr photo by will_i_be:
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  10. cc licensed ( BY ) flickr photo by ClickFlashPhotos / Nicki Varkevisser:
  11. 17cc  licensed  (  BY  NC  ND  )  flickr  photo  by  I_am_Joey_H:  hFp://
  12. cc  licensed  (  BY  )  flickr  photo  by  Giuseppe  Bognanni:  hFp://
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  14. cc  licensed  (  BY  NC  SD  )  flickr  photo  by  Always  Bë  Cool:  hFp://
  15. cc licensed ( BY NC ND ) flickr photo by Eric M Martin:
  16. cc licensed flickr photo by Stéfan: cc licensed ( BY ) flickr photo by woodleywonderworks:
  17. cc licensed ( BY NC SD ) flickr photo by Eduardo Amorim:
  18. cc licensed ( BY NC SD ) flickr photo by The Shifted Librarian:
  19. “School librarians are involved with and responding to aninformation renaissance that is rewriting the world as we knowit. Knowledge; Information bias; distributed social and personalinformation; public and private data; global marketing; clashingcultures; a million voices commenting on a billion issues inblogs, wikis and podcasts. Information technology has becomea participatory medium, giving rise to an environment that isconstantly being changed and reshaped by the participationitself, changing the flow of news, effecting tacit as well asexplicit knowledge, and embedding a new culture of learning.
  20. Wednesday 13 July 2011How Twitter tracked the News of the World scandal Murdochs decision to close the News of the World was greeted with a frenzy on Twitter. The Guardian has analysed half a million tweets sent withthe #notw hashtag over the past four days to capture how the scandal has resonated with the online community
  21. Information curation & dissemination
  22. Seek FollowGather Explore cc licensed flickr photo by assbach:
  23. 2011 K-12 EDITION
  24. 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 hasopened doors for more exibility, more space, more collaboration, and ultimately, morecreative uses 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
  25. Information curation & disseminationDo you havethe keys totomorrow?
  26. cc licensed flickr photo by Howard▼Gees:
  27. hrheingold/crap_detectioncc licensed flickr photo by selva: Information labyrinth ‘crap’ detection
  28. cc licensed flickr photo by Stéfan: revolutionising Picking the right tool knowledge discovery
  29. ..... because your knowledge and myknowledge, based on what searchresults we are served, may be verydifferent from each other. Siva  Vaidhyanathan  in  The  Googlization  of  Everything,
  31. One day the web will answer all your questions Finding answers would be easy if computers could understand and collate all the information out licensed flickr photo by :
  32. New developments in search, such as Google instant (that shows results as you type) have both enhanced & hindered the information seeking habits of students by responding quickly to search terms, and so making keyword customization seem less relevant.
  33. 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 theirinformation seeking, while at the same timerefining the quality of the informationresponse.
  34. On the other hand, the computational knowledge engine, Wolfram Alpha, allows teachers to explore complex questions without students having to calculate complex data problems, so that students can leap to analysis and synthesis of results.
  35. These new search modalities require a more sophisticated response because of the interconnectedness of information sources and socially networked tagged repositories . There is a great deal of rich content available for students and teachers that is collaboratively built and shared, including blogs, wikis, images, videos, places, events, music, books and more. Searching for content requires wise information literacy strategies to avoid being lost in the information labyrinth.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.
  36. cc licensed flickr photo by ralphbijker: Semantic Web revolutionising knowledge discovery
  37. The web is the databaseAsk questions rather than perform searches.The intelligence is in the connections. cc licensed flickr photo by Mykl Roventine:
  38. Meaning Linked Jaguar Jaguar Data Interoperabilitycc licensed flickr photo by clickykbd:
  39. revolutionising Semantic Web knowledge discoverycc licensed flickr photo by dullhunk:
  40. :machine readable data: i.e. the stuff a computer can get at when it goes to a site.Folksonomy by itself is not Web 3.0! revolutionisingSemantic Web knowledge discovery
  41. Embedding semantical annotations into the data. To recognize people, places, events, companies, products, movies, etc. revolutionisingSemantic Web knowledge discovery
  42. Making it possible to federate,query, browse, gather andrecommend information fromdisparate sources. cc licensed ( BY NC SD ) flickr photo by Paco CT:
  43. Think of the Web 3.0 environment as the portable, personal web, focused on the individual, on a life-stream, onconsolidating content, and which is powered by widgets, drag & drop, and mashups of user engagement. This socially powered web is exploding, and is the new baseline for all our internet and technology empowered interactions. cc licensed ( BY NC SD ) flickr photo by Paco CT:
  44. SCHO OL data visualisation
  45. Finding answers to an information querywould be easy if computers could understandand collate all the information ‘out there’.Finding solutions to an information problemwill, however, still always requiremetacognitive engagement with thecontent being found.
  46. This is because the intelligence of theconnections will not help our students learnbetter unless the information literacystrategies we introduce them to actuallyensure critical thinking and problem solving.
  47. 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.
  48. Web 2.0 revolutionized the means at our disposal to filter and share information.Whether by managing information by social bookmarking or RSS reads and feeds, or communicating with our school community via blogs, wikis, podcasts, Youtube, or Facebook, students, teachers and school librarians have entered into digital conversations.
  49. Content exploration and learning demands amix-and-match approach: • Search strategies • Evaluation strategies • Critical thinking & problem solving • Networked conversation & collaboration • Cloud computing environments • Ethical use and production of information • Information curation of personal and distributed knowledge.
  50. !The importance of the school librarian is intrinsicallylinked to effective and responsive informationcuration & dissemination within & beyond the school.
  51. 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:
  52. Re-think information collection to become highlyflexible and collaborative forms of informationorganization and dissemination. cc licensed ( BY NC SD ) flickr photo by LeRamz:
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  55. Lankes, D.R. (2011). The Atlas of New Librarianship. Massachusetts Institute of Technology. cc licensed ( BY NC SD ) flickr photo by ancawonka:
  56. cc licensed ( BY NC SD ) flickr photo by ancawonka:
  57. Do you have the keys to tomorrow?