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SCHOOL OF INFORMATION STUDIES CHARLES STURT UNIVERSITY
Pedagogy &
School Libraries
Judy O’Connell
29 March 2017
SCHOOL OF INFORMATION STUDIES CHARLES STURT UNIVERSITY
Pedagogy &
School Libraries
"Vile and Unspeakable" flickr photo by ewixx https://flickr.com/photos/ewixx/4614078049 shared under a Creative Commons (BY-NC-ND) license
The final volume in an acclaimed
trilogy (A Gentle Madness and
Patience & Fortitude) focuses on
efforts to preserve books and other
printed matter from the ravages of
deterioration, destruction and
obsolescence.
Even the most ancillary data have
the power to fascinate: who knew,
for example, that the Roman
emperor Claudius was also
probably the last scholar fluent in
the language of the ancient
Etruscans?
What is OUR Challenge?
Anthony
6
but wait…most of my
division came from
Youtube?
Challenge
Eisenstadt (a Gutenberg scholar): the book did not take
on its own form until 50 years after it was invented by
Gutenberg. Printing was originally called "automatic
handwriting." [horseless carriage]
"Gutenberg Parenthesis”
where are we now?
The Web at 28+
Overall verdict:
“The internet has been a plus for society and
an especially good thing for individual users”
http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/
Trends in knowledge
construction and
participatory culture
nature and scope of knowledge
Three challenges for the web,
according to its inventor
http://webfoundation.org/2017/03/web-turns-28-letter/
In an open letter to mark the web’s 28th birthday, Tim Berner’s
Lee outlined issues he says need to be solved for it to “fulfil its
true potential as a tool which serves all of humanity.”
1) We’ve lost control of our personal data
2) It’s too easy for misinformation to spread on the web
Trends in knowledge
construction
3) Political advertising online needs transparency and
understanding
Trends in participatory
culture
Teach children how to spot fake news.
……… then get on with the rest!
https://www.theguardian.com/media/2017/mar/18/teach-schoolchildren-spot-fake-news-says-oecd?CMP=oth_b-aplnews_d-2
http://www.dailymail.co.uk/news/article-3582554/Canadian-schoolboy-discovers-lost-Mayan-city-comfort-bedroom.html
William Gadoury, 15, compared satellite images supplied by the Canada
Space Agency with Google Maps of the area in the Yucatan Peninsula in
Mexico. He decided on his search location using this theory that the
Mayans built their cities to correspond with various constellations of stars.
to the internet YOU are a
person of interest!
Facebook knows all kinds of stuff about you and your weird
little preferences—from personal details you offer directly to
preferences based on your clicks and likes (which can often
do a better job of describing you than your friends can). And
some of that information is made available to developers.
https://www.technologyreview.com/s/603855/facebook-forbids-the-use-of-user-
data-for-surveillance/
What Algorithms Want
We depend on—we believe in
—algorithms to help us get a
ride, choose which book to
buy, execute a mathematical
proof. It’s as if we think of code
as a magic spell, an
incantation to reveal what we
need to know and even what
we want.
Voice interaction – the ability to speak to your devices, and
have them understand and act upon whatever you’re asking
them
We’re ushering in an entirely new era of faceless computing
In this globally connected
context school libraries are more
important than ever
"Connected" flickr photo by omran.jamal https://flickr.com/photos/62855773@N08/10757491534 shared under a Creative Commons (BY) license
a new learning nexus
digital
The great challenge of a digital education is meeting
the connected creative needs of students who have
grown up in the digital era, and at the same time
meeting the expectations of teachers and parents
who haven’t!
Global perspectives
on information
literacy
http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/
GlobalPerspectives_InfoLit.pdf
• Describe the connection between information literacy and
student learning from your position or perspective.
• What is your teaching philosophy?
• How do you use theory to improve student learning in your
classroom?
• What standards/frameworks/models/learning theory/
pedagogy or specific paradigms do you most often use
for inspiration in your teaching?
• Why do you turn to these models? What makes them
useful?
Our world changed in April 1993 when the Mosaic 1.0 browser
was released to the general public. We need new forms of
education. We need to reform our learning institutions,
concepts, and modes of assessment for our age.
Now, anyone with access to the World Wide Web can go far
beyond the passive consumer model to contribute content on
the Web.
Remember Anthony and William?
Mozilla web literacy
https://learning.mozilla.org/en-US/web-literacy
Pedagogy and School Libraries
•Knowing the trends in knowledge
construction and participatory culture.
•Knowing how to leverage social media
and new media channels of
communication.
•Using a diversity of content materials.
Agile approaches to
connected learning
•An immediacy in interactions within the
cohort to improve learning and
understanding in the formation of
knowledge.
•Always embedded in a multi-disciplinary
meta-literate information ecology
Agile approaches to
connected learning
Information
architecture AND
digital fluency
Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the
imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace.
“Information absorption is a
cultural and social process of
engaging with the constantly
changing world around us”. p47
changing their
reading
and
information
encounters
changing their
creative
encounters
changing their
real world
opportunities
The Fab Lab Network covers more
than 40 countries in more than 200
labs in the world. Every Fab Lab is a
potential classroom for the Fab
Academy.
http://www.fabacademy.org/
The Robots and Dinosaurs Hackerspace meets right
here in Sydney and offers a communal space where
geeks and artists brainstorm ideas, play games, work
on collaborative projects, and share the cost of some
great tools.
http://robodino.org/
Lifelong
engagement
with digital
content!
The digital age student who can think
critically, learn through connections,
create knowledge and understand
concepts should be able to actively
participate in a digitally enhanced
society.
Participatory pedagogy
Participatory pedagogies recognise the
popular and cultural meanings of apps, social
media and tools and the ways in which young
people adapt such media in both reflexive and
non-reflexive ways for their own aims and
purposes.
Participatory pedagogy
They include such activities as learning through
social networking, searching and retrieving
information, researching information, using
information, games, collaboration and shared
interests.
Participatory pedagogy
Encouraging young people to become
reflexive, or more reflexive, about their
practices, behaviours and ethics is vital both
in the development of their stance as media
managers and producers and in the
development of voice, agency, personalisation
and an ethical stance to their own practices.
In talking about the essential paradigm shift that is
taking place, Stanley (2011) highlights three areas
of influence:
Information fluency — using search engines
effectively; evaluating online information;
collaborating in virtual environments, and
delivering material resources online.
Digital citizenship — understanding responsible
and ethical use of information, and maintaining
safe online practices.
Digital storytelling — reading, writing and
listening to books in many formats; creating,
collaborating and sharing in a range of mediums.
Digital influences
Stanley. D.B. (2011). Change has arrived for school libraries, School Library Monthly, 27 (4)4, 45–47.
• “Knowledge assembly,” building a “reliable information hoard” from diverse
sources.
• Retrieval skills, plus “critical thinking” for making informed judgements about
retrieved information, with wariness about the validity and completeness
of internet sources.
• Awareness of the value of traditional tools in conjunction with networked
media.
• Awareness of “people networks” as sources of advice and help.
• Being comfortable with publishing and communicating information as well as
accessing it.
Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies & practices (pp. 17–32). Peter Lang Publishing, Inc.
Digital pedagogies
Frameworks for
instructional design!
Media literacy
nature and role of subliminal media effects
“The entire process is fundamentally rhetorical:
it concerns the transformation of an audience”
McLuhan, E., & McLuhan, M. (2011). Theories of communication. Peter Lang.
flickr photo by Striking Photography by Bo Insogna http://flickr.com/photos/thelightningman/4888770222 shared under a Creative Commons (BY-NC-ND) license
Digital literacy
“reading and writing in a digital environment, in order
to position where the literacy action is taking place
and that it can be authentic, multimodal, far
reaching, multi-tool, and code interdependent”
Chase, Z., & Laufenberg, D. (2011). Digital literacies: Embracing the squishiness of digital
literacy. Journal of Adolescent & Adult Literacy, 54(7), 535–537
transliteracy is not about learning
text literacy and visual literacy
and digital literacy in isolation
from one another but about the
interaction of these literacies
Transliteracy
Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007).
Transliteracy: crossing divides. First Monday, 12(12).
Information literacy
“the evolution of Web 2.0 and the revolution of social
media and social networking requires a fundamental
shift in how we think about information literacy”
Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: reinventing information
literacy to empower learners. American Library Association.
comprehensive examination
approach to metacognition,
multiple intelligence theory, multi-
literacies, multiple literacies,
transliteracy, convergence and
multimodal literacy.
Metaliteracy
….not intended to invoke yet
another meta- or grand narrative
but rather to acknowledge the
fragmented and centred nature of
information in the post-modern
age
Metaliteracy
…..or any other bunch
of new literacies -
they ALL really matter!
Each of these has a common purpose to break overall
cognitive development process into parts that can more easily
structure educational processes and goals, and scaffold
learning and individual knowledge development.
What is really at stake?
Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020.
http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
Evolving Learning Landscape
Current thinking about 21st century skills, and the learning
experiences that support their development, are essential
starting points for capacity building. A list of the workforce
skills presented by Davies, et al (2011, pp. 8-12) include:
• Sense-making
• Social intelligence
• Novel and adaptive thinking
• Cross-cultural competency
• Computational thinking
• New-media literacy
• Transdisciplinarity
• Design mindset
• Cognitive load management
• Virtual collaboration
http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
Foundation for young
Australians
2015
http://www.fya.org.au/wp-content/uploads/2015/08/fya-future-of-work-report-final-lr.pdf
Foundation for young
Australians
2016
http://www.fya.org.au/wp-content/uploads/2016/04/The-New-Basics_Update_Web.pdf
https://www.futurelearn.com/learning-guide
Think critically, question fearlessly, reflect
personally
Sustainable learning involves
a pedagogic fusion between
environments, tools, formats
and meta-literacy capabilities.
(Mackey & Jacobson 2011)
Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a
metaliteracy’, College & Research Libraries, vol. 72, no. 1, pp. 62–78.
knowledge
encounters
helping students
broaden the
scope of their
information
seeking
In an age of information abundance
learning to effectively search is one
of the most important skills most
teachers are often NOT teaching
What’s the
yellow blotch?
A blog about search, search skills, teaching search, learning how to
search, learning how to use Google effectively, learning how to do
research. It also covers a good deal of sense making and
information foraging.
For several years people have
been fascinated by small, robot-
like figures popping up in city
streets and other innocuous
places. These figures, now
documented in flickr pools and
blog posts from cities arose the
world, can be attributed to
Stikman (sometimes searched for
and referred to as "stickman"), an
anonymous graffiti artist,
sometimes perhaps going by the
alias "Bob," who has been putting
these images up since at least
2006.
http://searchresearch1.blogspot.com.au/2013/01/wednesday-search-challenge-11613-whats.html
Search for 'painted
yellow man robot'
yielded 'stickman' for a
better explanation.
About 3 minutes
Reply
March 17, 2017
Search Challenge
Why are those little images in the bottom of the urinals?
What were the bowl designers thinking? (Just
contemplate that for a moment: Somewhere there is a
designer who designed this. What's their motivation?)
http://searchresearch1.blogspot.com.au/2017/03/answer-theres-fly-in-my.html
SearchReSearch
A blog about search, search skills, teaching search,
learning how to search, learning how to use Google
effectively, learning how to do research. It also covers
a good deal of sensemaking and information foraging.
searchresearch1.blogspot.com.au
✴ Those who know how to “think” about search,
versus those who don’t
✴ Those who know how to validate soft information,
versus those who don’t
✴ Those who know how to find information in new
‘hot’ channels versus those who don’t
✴ Those who know how to get information to travel
to them, versus those who still chase it.
Learn about the latest
additions to search so as to
get the most out of Google.
http://www.google.com/insidesearch/howsearchworks/
thestory/index.html
68
cc licensed ( BY NC ) flickr photo by Cayusa: http://flickr.com/photos/cayusa/1444806159/
“the first search result is clicked on twice as
much as the second, and the second twice
as much as the third”. Dan Russell, Google’s usability chief
Rather than simply identifying a useful page, these
systems try to pull the information from those pages
that might be what a user is looking for, and to make
this immediately apparent.
More informative results?
Google is undertaking a new effort to better identify content
that is potentially upsetting or offensive to searchers.
Search Engine Land on March 14, 2017
http://searchengineland.com/google-flag-upsetting-offensive-content-271119
The effort revolves around Google’s quality raters, over 10,000
contractors that Google uses worldwide to evaluate search results.
These raters are given actual searches to conduct, drawn from real
searches that Google sees. They then rate pages that appear in the top
results as to how good those seem as answers.
Quality raters do not have the power to alter Google’s results directly. A
rater marking a particular result as low quality will not cause that page to
plunge in rankings. Instead, the data produced by quality raters is used
to improve Google’s search algorithms generally.
Being flagged is not an immediate demotion or a ban
FutureLab (2010) propose that being “digitally literate is to
have access to a broad range of practices
and cultural resources that you are able to
apply to digital tools. It is the ability to make and share
meaning in different modes and formats; to create, collaborate
and communicate effectively and to understand how and when
digital technologies can best be used to support these
processes.’
http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
Create | Collate | Contribute
http://trove.nla.gov.au/
https://youtu.be/DDOY5gun1mY
Pedagogy and School Libraries
Global Images
The key goal of The Commons is to share
hidden treasures from the world's public
photography archives.
https://www.flickr.com/commons
http://archive.org/
Explore it all!
Europeana enables people to explore the
digital resources of Europe's museums, libraries,
archives and audio-visual collections.
http://www.europeana.eu/portal/index.html
Linked Open Data on the Web. The site currently contains
metadata on 3.5 million texts, images, videos and sounds.
The Scout Report is the flagship publication
of the Internet Scout Research Group.
Published every Friday both on the Web and
by email subscription, it provides a fast,
convenient way to stay informed.
https://scout.wisc.edu/
http://www.livebinders.com/play/play/245623
Evernote for Educators
Digital practices
Digital practices
OneNote Class Notebooks have a personal workspace for
every student, a content library for handouts, and a
collaboration space for lessons and creative activities.
The benefits of
content
collaboration
and curation is
that you don’t re-
invent the wheel
- you share!
Create | Collate | Contribute
Create | Collate | Contribute
http://www.periodicvideos.com/
Periodic Table of QR codes on Flickr
Create | Collate | Contribute
https://www.tineye.com/
Model the future!
Create | Collate | Contribute
Spell with Flickr
http://metaatem.net/words/
http://bighugelabs.com/
Create | Collate | Contribute
find fabulous
guides on
Flickr
ready for you
to use
At a glance comic tutorials
https://www.flickr.com/photos/info_grrl/albums/72157625298744518
PhotoPin – My first stop for photo searching. Very easy to use
and searches a number of sources for CC licensed photos.
CC search – search for images, video and music from one
search page. Handy!
CC Search Beta - list-making features, and simple, one-click
attribution to make it easier to credit the source of any image
you discover.
Flickr advanced search – Scroll to the botton of the screen
and select the Creative Commons setting & “Find content to
modify, adapt, or build upon”
Model the future!
Create | Collate | Contribute
Creative Commons
Creative Commons licensing allows for reuse of a image
(and other intellectual content) under certain conditions.
The licensing is easy to understand and having students
select how they want to license their own work is a great
way to get students thinking about copyright, reuse and
attribution.
Model the future!
Creative commons
licenses work as “some
rights reserved rule
instead of “all rights
reserved” rule.
Diverse set of license
conditions with a range
of freedoms and
limitations.
http://creativecommons.org/
Pedagogy and School Libraries
Feedly is a great RSS feed reader to help you monitor lots of resources quickly.
Smore or Tackk works well to create newsletter types of pages where you can add new
resources and news.
Flipboard Magazines allow you to create collections of articles, links to resources,
images, news and more. Users can subscribe and get updates in a variety of ways,
depending on the source.
Tumblr blog – it’s easy to add notes, photos, links to articles to a tumblr. Your audience
can subscribe to update through their own tumblr account, visit it via it’s URL or via an
RSS feed
Diigo Groups – Bookmark items in Diigo and add items to a diigo group that your
audience can subscribe to updates via email or RSS.
RSS magic – Anything with an RSS feed gives you lots more options. Readers can
subscribe via their own feed reader or email. And you can display updates in a widget on
your web/wiki pages.
Create | Collate | Contribute
https://cooltoolsforschool.wordpress.com/
Pedagogy &
School Libraries
• Communication
–sharing thoughts, questions, ideas and solutions
• Curation
–collecting and reflecting on what we encounter
• Collaboration
–working together to reach a goal
–putting talent, expertise and ‘smarts’ to work
• Critical thinking
–looking at problems in a new way
–linking learning across subjects and disciplines
• Creativity
–trying new approaches to get things done
–innovation and invention
97
"Vile and Unspeakable" flickr photo by ewixx https://flickr.com/photos/ewixx/4614078049 shared under a Creative Commons (BY-NC-ND) license
heyjudeonline
Judy O’Connell
http://judyoconnell.com
Judy O’Connell
juoconnell@csu.edu.au

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Pedagogy and School Libraries

  • 1. SCHOOL OF INFORMATION STUDIES CHARLES STURT UNIVERSITY Pedagogy & School Libraries Judy O’Connell 29 March 2017
  • 2. SCHOOL OF INFORMATION STUDIES CHARLES STURT UNIVERSITY Pedagogy & School Libraries
  • 3. "Vile and Unspeakable" flickr photo by ewixx https://flickr.com/photos/ewixx/4614078049 shared under a Creative Commons (BY-NC-ND) license
  • 4. The final volume in an acclaimed trilogy (A Gentle Madness and Patience & Fortitude) focuses on efforts to preserve books and other printed matter from the ravages of deterioration, destruction and obsolescence. Even the most ancillary data have the power to fascinate: who knew, for example, that the Roman emperor Claudius was also probably the last scholar fluent in the language of the ancient Etruscans?
  • 5. What is OUR Challenge?
  • 7. but wait…most of my division came from Youtube?
  • 9. Eisenstadt (a Gutenberg scholar): the book did not take on its own form until 50 years after it was invented by Gutenberg. Printing was originally called "automatic handwriting." [horseless carriage]
  • 11. The Web at 28+ Overall verdict: “The internet has been a plus for society and an especially good thing for individual users” http://www.pewinternet.org/2014/02/27/the-web-at-25-in-the-u-s/
  • 12. Trends in knowledge construction and participatory culture nature and scope of knowledge
  • 13. Three challenges for the web, according to its inventor http://webfoundation.org/2017/03/web-turns-28-letter/ In an open letter to mark the web’s 28th birthday, Tim Berner’s Lee outlined issues he says need to be solved for it to “fulfil its true potential as a tool which serves all of humanity.”
  • 14. 1) We’ve lost control of our personal data 2) It’s too easy for misinformation to spread on the web Trends in knowledge construction
  • 15. 3) Political advertising online needs transparency and understanding Trends in participatory culture
  • 16. Teach children how to spot fake news. ……… then get on with the rest! https://www.theguardian.com/media/2017/mar/18/teach-schoolchildren-spot-fake-news-says-oecd?CMP=oth_b-aplnews_d-2
  • 17. http://www.dailymail.co.uk/news/article-3582554/Canadian-schoolboy-discovers-lost-Mayan-city-comfort-bedroom.html William Gadoury, 15, compared satellite images supplied by the Canada Space Agency with Google Maps of the area in the Yucatan Peninsula in Mexico. He decided on his search location using this theory that the Mayans built their cities to correspond with various constellations of stars.
  • 18. to the internet YOU are a person of interest!
  • 19. Facebook knows all kinds of stuff about you and your weird little preferences—from personal details you offer directly to preferences based on your clicks and likes (which can often do a better job of describing you than your friends can). And some of that information is made available to developers. https://www.technologyreview.com/s/603855/facebook-forbids-the-use-of-user- data-for-surveillance/
  • 20. What Algorithms Want We depend on—we believe in —algorithms to help us get a ride, choose which book to buy, execute a mathematical proof. It’s as if we think of code as a magic spell, an incantation to reveal what we need to know and even what we want.
  • 21. Voice interaction – the ability to speak to your devices, and have them understand and act upon whatever you’re asking them We’re ushering in an entirely new era of faceless computing
  • 22. In this globally connected context school libraries are more important than ever "Connected" flickr photo by omran.jamal https://flickr.com/photos/62855773@N08/10757491534 shared under a Creative Commons (BY) license
  • 23. a new learning nexus digital
  • 24. The great challenge of a digital education is meeting the connected creative needs of students who have grown up in the digital era, and at the same time meeting the expectations of teachers and parents who haven’t!
  • 25. Global perspectives on information literacy http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/whitepapers/ GlobalPerspectives_InfoLit.pdf • Describe the connection between information literacy and student learning from your position or perspective. • What is your teaching philosophy? • How do you use theory to improve student learning in your classroom? • What standards/frameworks/models/learning theory/ pedagogy or specific paradigms do you most often use for inspiration in your teaching? • Why do you turn to these models? What makes them useful?
  • 26. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. We need new forms of education. We need to reform our learning institutions, concepts, and modes of assessment for our age. Now, anyone with access to the World Wide Web can go far beyond the passive consumer model to contribute content on the Web. Remember Anthony and William?
  • 29. •Knowing the trends in knowledge construction and participatory culture. •Knowing how to leverage social media and new media channels of communication. •Using a diversity of content materials. Agile approaches to connected learning
  • 30. •An immediacy in interactions within the cohort to improve learning and understanding in the formation of knowledge. •Always embedded in a multi-disciplinary meta-literate information ecology Agile approaches to connected learning
  • 32. Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change (Vol. 219). Lexington, KY: CreateSpace. “Information absorption is a cultural and social process of engaging with the constantly changing world around us”. p47
  • 35. changing their real world opportunities The Fab Lab Network covers more than 40 countries in more than 200 labs in the world. Every Fab Lab is a potential classroom for the Fab Academy. http://www.fabacademy.org/
  • 36. The Robots and Dinosaurs Hackerspace meets right here in Sydney and offers a communal space where geeks and artists brainstorm ideas, play games, work on collaborative projects, and share the cost of some great tools. http://robodino.org/
  • 38. The digital age student who can think critically, learn through connections, create knowledge and understand concepts should be able to actively participate in a digitally enhanced society.
  • 39. Participatory pedagogy Participatory pedagogies recognise the popular and cultural meanings of apps, social media and tools and the ways in which young people adapt such media in both reflexive and non-reflexive ways for their own aims and purposes.
  • 40. Participatory pedagogy They include such activities as learning through social networking, searching and retrieving information, researching information, using information, games, collaboration and shared interests.
  • 41. Participatory pedagogy Encouraging young people to become reflexive, or more reflexive, about their practices, behaviours and ethics is vital both in the development of their stance as media managers and producers and in the development of voice, agency, personalisation and an ethical stance to their own practices.
  • 42. In talking about the essential paradigm shift that is taking place, Stanley (2011) highlights three areas of influence: Information fluency — using search engines effectively; evaluating online information; collaborating in virtual environments, and delivering material resources online. Digital citizenship — understanding responsible and ethical use of information, and maintaining safe online practices. Digital storytelling — reading, writing and listening to books in many formats; creating, collaborating and sharing in a range of mediums. Digital influences Stanley. D.B. (2011). Change has arrived for school libraries, School Library Monthly, 27 (4)4, 45–47.
  • 43. • “Knowledge assembly,” building a “reliable information hoard” from diverse sources. • Retrieval skills, plus “critical thinking” for making informed judgements about retrieved information, with wariness about the validity and completeness of internet sources. • Awareness of the value of traditional tools in conjunction with networked media. • Awareness of “people networks” as sources of advice and help. • Being comfortable with publishing and communicating information as well as accessing it. Bawden, D. (2008). Chapter One: Origins and concepts of digital literacy. In Digital literacies: concepts, policies & practices (pp. 17–32). Peter Lang Publishing, Inc. Digital pedagogies
  • 45. Media literacy nature and role of subliminal media effects “The entire process is fundamentally rhetorical: it concerns the transformation of an audience” McLuhan, E., & McLuhan, M. (2011). Theories of communication. Peter Lang. flickr photo by Striking Photography by Bo Insogna http://flickr.com/photos/thelightningman/4888770222 shared under a Creative Commons (BY-NC-ND) license
  • 46. Digital literacy “reading and writing in a digital environment, in order to position where the literacy action is taking place and that it can be authentic, multimodal, far reaching, multi-tool, and code interdependent” Chase, Z., & Laufenberg, D. (2011). Digital literacies: Embracing the squishiness of digital literacy. Journal of Adolescent & Adult Literacy, 54(7), 535–537
  • 47. transliteracy is not about learning text literacy and visual literacy and digital literacy in isolation from one another but about the interaction of these literacies Transliteracy Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., & Pullinger, K. (2007). Transliteracy: crossing divides. First Monday, 12(12).
  • 48. Information literacy “the evolution of Web 2.0 and the revolution of social media and social networking requires a fundamental shift in how we think about information literacy” Mackey, T. P., & Jacobson, T. E. (2014). Metaliteracy: reinventing information literacy to empower learners. American Library Association.
  • 49. comprehensive examination approach to metacognition, multiple intelligence theory, multi- literacies, multiple literacies, transliteracy, convergence and multimodal literacy. Metaliteracy
  • 50. ….not intended to invoke yet another meta- or grand narrative but rather to acknowledge the fragmented and centred nature of information in the post-modern age Metaliteracy
  • 51. …..or any other bunch of new literacies - they ALL really matter!
  • 52. Each of these has a common purpose to break overall cognitive development process into parts that can more easily structure educational processes and goals, and scaffold learning and individual knowledge development.
  • 53. What is really at stake?
  • 54. Davies, A., Fidler, D., & Gorbis, M. (2011). Future work skills 2020. http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
  • 55. Evolving Learning Landscape Current thinking about 21st century skills, and the learning experiences that support their development, are essential starting points for capacity building. A list of the workforce skills presented by Davies, et al (2011, pp. 8-12) include: • Sense-making • Social intelligence • Novel and adaptive thinking • Cross-cultural competency • Computational thinking • New-media literacy • Transdisciplinarity • Design mindset • Cognitive load management • Virtual collaboration http://www.iftf.org/our-work/global-landscape/work/future-work-skills-2020/
  • 59. Sustainable learning involves a pedagogic fusion between environments, tools, formats and meta-literacy capabilities. (Mackey & Jacobson 2011) Mackey, T P and Jacobson, T E 2011, ‘Reframing information literacy as a metaliteracy’, College & Research Libraries, vol. 72, no. 1, pp. 62–78.
  • 61. In an age of information abundance learning to effectively search is one of the most important skills most teachers are often NOT teaching
  • 62. What’s the yellow blotch? A blog about search, search skills, teaching search, learning how to search, learning how to use Google effectively, learning how to do research. It also covers a good deal of sense making and information foraging.
  • 63. For several years people have been fascinated by small, robot- like figures popping up in city streets and other innocuous places. These figures, now documented in flickr pools and blog posts from cities arose the world, can be attributed to Stikman (sometimes searched for and referred to as "stickman"), an anonymous graffiti artist, sometimes perhaps going by the alias "Bob," who has been putting these images up since at least 2006. http://searchresearch1.blogspot.com.au/2013/01/wednesday-search-challenge-11613-whats.html Search for 'painted yellow man robot' yielded 'stickman' for a better explanation. About 3 minutes Reply
  • 64. March 17, 2017 Search Challenge Why are those little images in the bottom of the urinals? What were the bowl designers thinking? (Just contemplate that for a moment: Somewhere there is a designer who designed this. What's their motivation?) http://searchresearch1.blogspot.com.au/2017/03/answer-theres-fly-in-my.html
  • 65. SearchReSearch A blog about search, search skills, teaching search, learning how to search, learning how to use Google effectively, learning how to do research. It also covers a good deal of sensemaking and information foraging. searchresearch1.blogspot.com.au
  • 66. ✴ Those who know how to “think” about search, versus those who don’t ✴ Those who know how to validate soft information, versus those who don’t ✴ Those who know how to find information in new ‘hot’ channels versus those who don’t ✴ Those who know how to get information to travel to them, versus those who still chase it.
  • 67. Learn about the latest additions to search so as to get the most out of Google. http://www.google.com/insidesearch/howsearchworks/ thestory/index.html
  • 68. 68 cc licensed ( BY NC ) flickr photo by Cayusa: http://flickr.com/photos/cayusa/1444806159/ “the first search result is clicked on twice as much as the second, and the second twice as much as the third”. Dan Russell, Google’s usability chief
  • 69. Rather than simply identifying a useful page, these systems try to pull the information from those pages that might be what a user is looking for, and to make this immediately apparent. More informative results?
  • 70. Google is undertaking a new effort to better identify content that is potentially upsetting or offensive to searchers. Search Engine Land on March 14, 2017 http://searchengineland.com/google-flag-upsetting-offensive-content-271119
  • 71. The effort revolves around Google’s quality raters, over 10,000 contractors that Google uses worldwide to evaluate search results. These raters are given actual searches to conduct, drawn from real searches that Google sees. They then rate pages that appear in the top results as to how good those seem as answers. Quality raters do not have the power to alter Google’s results directly. A rater marking a particular result as low quality will not cause that page to plunge in rankings. Instead, the data produced by quality raters is used to improve Google’s search algorithms generally.
  • 72. Being flagged is not an immediate demotion or a ban
  • 73. FutureLab (2010) propose that being “digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes.’ http://www2.futurelab.org.uk/resources/documents/handbooks/digital_literacy.pdf
  • 74. Create | Collate | Contribute
  • 78. Global Images The key goal of The Commons is to share hidden treasures from the world's public photography archives. https://www.flickr.com/commons
  • 80. Europeana enables people to explore the digital resources of Europe's museums, libraries, archives and audio-visual collections. http://www.europeana.eu/portal/index.html Linked Open Data on the Web. The site currently contains metadata on 3.5 million texts, images, videos and sounds.
  • 81. The Scout Report is the flagship publication of the Internet Scout Research Group. Published every Friday both on the Web and by email subscription, it provides a fast, convenient way to stay informed. https://scout.wisc.edu/
  • 83. Digital practices OneNote Class Notebooks have a personal workspace for every student, a content library for handouts, and a collaboration space for lessons and creative activities.
  • 84. The benefits of content collaboration and curation is that you don’t re- invent the wheel - you share! Create | Collate | Contribute
  • 85. Create | Collate | Contribute
  • 86. http://www.periodicvideos.com/ Periodic Table of QR codes on Flickr Create | Collate | Contribute
  • 89. find fabulous guides on Flickr ready for you to use At a glance comic tutorials https://www.flickr.com/photos/info_grrl/albums/72157625298744518
  • 90. PhotoPin – My first stop for photo searching. Very easy to use and searches a number of sources for CC licensed photos. CC search – search for images, video and music from one search page. Handy! CC Search Beta - list-making features, and simple, one-click attribution to make it easier to credit the source of any image you discover. Flickr advanced search – Scroll to the botton of the screen and select the Creative Commons setting & “Find content to modify, adapt, or build upon” Model the future! Create | Collate | Contribute
  • 91. Creative Commons Creative Commons licensing allows for reuse of a image (and other intellectual content) under certain conditions. The licensing is easy to understand and having students select how they want to license their own work is a great way to get students thinking about copyright, reuse and attribution. Model the future!
  • 92. Creative commons licenses work as “some rights reserved rule instead of “all rights reserved” rule. Diverse set of license conditions with a range of freedoms and limitations. http://creativecommons.org/
  • 94. Feedly is a great RSS feed reader to help you monitor lots of resources quickly. Smore or Tackk works well to create newsletter types of pages where you can add new resources and news. Flipboard Magazines allow you to create collections of articles, links to resources, images, news and more. Users can subscribe and get updates in a variety of ways, depending on the source. Tumblr blog – it’s easy to add notes, photos, links to articles to a tumblr. Your audience can subscribe to update through their own tumblr account, visit it via it’s URL or via an RSS feed Diigo Groups – Bookmark items in Diigo and add items to a diigo group that your audience can subscribe to updates via email or RSS. RSS magic – Anything with an RSS feed gives you lots more options. Readers can subscribe via their own feed reader or email. And you can display updates in a widget on your web/wiki pages. Create | Collate | Contribute https://cooltoolsforschool.wordpress.com/
  • 96. • Communication –sharing thoughts, questions, ideas and solutions • Curation –collecting and reflecting on what we encounter • Collaboration –working together to reach a goal –putting talent, expertise and ‘smarts’ to work • Critical thinking –looking at problems in a new way –linking learning across subjects and disciplines • Creativity –trying new approaches to get things done –innovation and invention
  • 97. 97
  • 98. "Vile and Unspeakable" flickr photo by ewixx https://flickr.com/photos/ewixx/4614078049 shared under a Creative Commons (BY-NC-ND) license