This document discusses how information seeking and knowledge discovery are evolving due to new technologies and developments on the web. It emphasizes that critical thinking skills are still needed to make sense of online information, and the role of the school librarian is to support personalized, collaborative learning through flexible information curation and dissemination. Emerging technologies open new opportunities for students, but information literacy strategies are required to avoid being lost in the information labyrinth.
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licensed
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flickr
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by
Always
Bë
Cool:
hFp://flickr.com/photos/alwaysbecool/4828439402/
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27.
28. “School librarians are involved with and responding to an
information renaissance that is rewriting the world as we know
it. Knowledge; Information bias; distributed social and personal
information; public and private data; global marketing; clashing
cultures; a million voices commenting on a billion issues in
blogs, wikis and podcasts. Information technology has become
a participatory medium, giving rise to an environment that is
constantly being changed and reshaped by the participation
itself, changing the flow of news, effecting tacit as well as
explicit knowledge, and embedding a new culture of learning.
29. Wednesday 13 July 2011
How Twitter tracked the News of the World scandal http://goo.gl/SHm07
Rupert Murdoch's decision to close the News of the World was greeted with a frenzy on Twitter. The Guardian has analysed half a million tweets sent with
the #notw hashtag over the past four days to capture how the scandal has resonated with the online community
34. Sense-making and the ability to assess the credibiility of
information are paramount.
Horizon Report 2011 K-12 Edition
Cloud computing is saving schools money and resources. It has
opened doors for more exibility, more space, more collaboration, and ultimately, more
creative 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
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37. http://delicious.com/ hrheingold/crap_detection
cc licensed flickr photo by selva: http://flickr.com/photos/selva/23816545/
Information labyrinth ‘crap’ detection
38. cc licensed flickr photo by Stéfan: http://flickr.com/photos/st3f4n/3951143570/
revolutionising
Picking the right tool knowledge discovery
39. ..... because your knowledge and my
knowledge, based on what search
results we are served, may be very
different from each other.
Siva
Vaidhyanathan
in
The
Googlization
of
Everything,
42. One day the
web will
answer all
your
questions
Finding answers would be easy if
computers could understand and
collate all the information out there.
cc licensed flickr photo by : http://flickr.com/photos/crystaljingsr/3914729343/
43. 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.
44. By showing our students how to connect a
database information repository (such as
EBSCO, Gale, or JStor) or a local library
service with Google Scholar, we are helping
students broaden the scope of their
information seeking, while at the same time
refining the quality of the information
response.
45.
46. 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.
47.
48. 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.
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Semantic Web revolutionising
knowledge discovery
50. The web is the
database
Ask questions rather
than perform
searches.
The intelligence is in
the connections.
cc licensed flickr photo by Mykl Roventine: http://flickr.com/photos/myklroventine/3261364899/
51. Meaning
Linked
Jaguar Jaguar
Data
Interoperability
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52. revolutionising
Semantic Web knowledge discovery
cc licensed flickr photo by dullhunk: http://flickr.com/photos/dullhunk/3448804778/
53. :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!
revolutionising
Semantic Web knowledge discovery
54. Embedding semantical annotations into
the data.
To recognize people,
places, events,
companies,
products, movies,
etc.
revolutionising
Semantic Web knowledge discovery
55. Making it possible to federate,
query, browse, gather and
recommend information from
disparate sources.
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56. Think of the Web 3.0 environment as the portable, personal
web, focused on the individual, on a life-stream, on
consolidating 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: http://flickr.com/photos/paco_calvino/509970213/
58. Finding answers to an information query
would be easy if computers could understand
and collate all the information ‘out there’.
Finding solutions to an information problem
will, however, still always require
metacognitive engagement with the
content being found.
59. This is because the intelligence of the
connections will not help our students learn
better unless the information literacy
strategies we introduce them to actually
ensure critical thinking and problem solving.
60. 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.
61. 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.
62. Content exploration and learning demands a
mix-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.
63. !
The importance of the school librarian is intrinsically
linked to effective and responsive information
curation & dissemination within & beyond the school.
64. Re-think what ‘collection’ of information means,
thereby supporting personalized and collaborative
information seeking and knowledge conversations.
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65. Re-think information collection to become highly
flexible and collaborative forms of information
organization and dissemination.
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68. Lankes, D.R. (2011). The Atlas of New Librarianship. Massachusetts Institute of Technology.
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