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Da presentation to email

  1. 1. New Literacies: young learnersmaking sense of online informationMargo PickworthEdD Candidate, 4th November, 2011
  2. 2. Topic/ProblematicBackground and ContextConceptual FrameworkMethodologyEthicsResearch PlanFuture Plans
  3. 3. Topic and Problematic‘The proliferation of powerful, multimodal literaciesdemands that educators transform literacy programsto teach new forms of communication, which arenecessary to participate fully in our dynamic andculturally diverse society’(Mills, 2009, p. 111)
  4. 4. How do younger competent readers make sense of online information? What teaching and learning strategies can assistWhat literacy strategies do young readers use to young readers to make sense of online make sense of online information? information? What is the role How can the of the schoolteacher librarian library in this assist? process?
  5. 5. Conceptual framework ‘Constructivism’ John Dewey – ‘learn by doing’ George Kelly – ‘Personal Construct Theory’ Jerome Bruner – actively involved in making sense of the world, importance of the ‘interpretive task’
  6. 6. Conceptual Framework: ‘Information Literacy’ Carol Kulthau – information search process Ross Todd- four constructs  People active consumers of information  Info enables ‘sense-making’ of the world  Centrality of cognitive activity  Enabling purposeful utilisation of info
  7. 7. Key References‘Our students are very skilled in online personalcommunication but much less knowledgeable whensearching for and using curriculum-based information’(Coombes, B, 2009)‘New Literacy’- Coiro,J Knobel,M Lankshear, C, Leu,D.
  8. 8. Five main areas of my readings Nature of the web itself Web searching behaviour Using Web as an educational tool Focus on learner attributes Nature of the learning activity itself
  9. 9. Nature of the Web itself Scope and topicality Accessibility Hypertext Visual elements of the web
  10. 10. Web Searching behaviour Attitudes Browsing/Key word Search process Search Results Gender Differences Assessing and evaluating found information
  11. 11. Web as an Educational Tool Teachers need to assess purpose of using web Students lack research skills Offering of pre-selected websites
  12. 12. Attributes of the User Prior knowledge Metacognition Spatial Ability Cognitive Style Motivation and Effect
  13. 13. Nature of the Learning Activity Inquiry approach? Teacher Directed?
  14. 14. Where do I go from here? Still unsure of my context Competent readers School environment – maybe boys? Inquiry learning
  15. 15. Methodology - Qualitative Natural setting Researcher will collecting information Multiple data sources Interpretive inquiry Holistic view of social phenomena(Cresswell, 2007)
  16. 16. Case Study? Data Collection? Methodology Decisions?Framework? Sampling?
  17. 17. Size? Representative? Sampling decisions?Access? Context?
  18. 18. Think Aloud Protocol Used by Kirsty Young in her case study of young Internet users Minimal input from researcher Thoughts captured by audio recording Sequence of thoughts captured Uncover what subject is actually doing
  19. 19. Advantages Reduces problem of memory failure More reliable because task is authentic Increases reliability
  20. 20. Disadvantages Reactivity, - some people unable to think and attend to task at same time Effect of talking during a task that is normally undertaken in silence Drawing participants attention to cognitive processes underlying task being undertaken Students vary in verbal ability Validity – does data accurately effect thinking?
  21. 21. Screen Capture software - example
  22. 22. Ethics – Working with Children Permission from Participants and parents Transparency at all stages of process Allow time to read and absorb Cultural considerations
  23. 23. Clear recruitment strategy Confidentiality, anonymity Protocol of institutes Integrity of my institution and name Open communication Interviews – rapport and trust
  24. 24. Collecting Online Data Unique challenges Installation of software Observe privacy Need written permission Avoid identification
  25. 25. Ethics in dual role of participant/researcher Convenience of sample Influence of setting and role Value of research will be recognised
  26. 26. Research Plan Doctoral Assessment – May, 2012 Ethics – June – Dec 2012 Research 2013 Writing and assembling portfolio – 2013, 2014
  27. 27. ReferencesCoombes, B, 2010, How much do traditional literacy skills count? Literacy in the 21st century and reading from the screen. Paper presented at the 39th AnnualConference incorporating the 14th International Forum on Research in School Librarianship, Brisbane, Australia.Coiro, J Knobel, M Lankshear, C Leu, D. 2008, ‘Central issues in new literacies and new literacies research’ in Coiro, J, Knobel, M,Lankshear, C, Leu,D(eds.),Handbook on research in new literacies, Routledge, New York, pp. 267 - 296Corio, J Dobler, M 2007, Exploring the online reading comprehension strategies used by sixth-grade readers to search for and locate information on the internet.Reading Research Quarterly, vol. 42,no. 2, pp. 214 - 257Cresswell, JW, 2007, Qualitative Inquiry and Research Design, Sage Publications, Thousand OaksKnobel, M,Lankshear, C, Leu,D (eds.),Handbook on research in new literacies, Routledge, New York, pp. 267 – 296Kiili, C, Laurinen, L,Marttunen, M, 2008, Students evaluating internet sources: from versatile evaluators to uncritical readers, Journal of Educational ComputingResearch, Vol. 39, no. 1, pp. 75 – 95Kulthau, C, 2004, Seeking Meaning, Libraries Unlimited, WestportKuiper, E and Volman, M, 2008, ‘The web as a source of information for students in K-12 Education’, in Coiro, J, Knobel, M,Lankshear, C, Leu,D (eds.),Handbook onresearch in new literacies, Routledge, New York, pp. 267 - 296Ladbrook, J and Probert, E, 2011, ‘Information skills and critical literacy: where are our digikids at with online searching and are their teachershelping?’, Australiasian Journal of Educational Technology, vol. 27, no. 1, pp. 105 – 121, viewed 14 April2011, <http://www.ascilite.org.au/ajet/ajet27/ladbrook.html>Lawless, K and Schrader, P.G, 2008,’Where do we go now? Understanding research on navigation in complex digital environments’, inCoiro, J, Knobel, M,Lankshear, C, Leu,D (eds.),Handbook on research in new literacies, Routledge, New York, pp. 267 - 296Todd, R 2000, ‘A theory of information literacy: In-formation and outward looking’ in Bruce, C and Candy, P, (eds) Information literacy around the world, Centrefor Information Studies, Wagga Wagga, pp. 163 - 176Wyatt –Smith, C and Elkins, J. 2008, ‘Multimodal reading and comprehension in online environments’, , in Coiro, J, Knobel, M,Lankshear, C, Leu,D(eds.),Handbook on research in new literacies,Routledge, New York, pp. 267 – 296Young, K Direct for the source: the value of ‘think-aloud’ data in understanding learning, Australian Journal of Educational Technology, Vol. 6. No. 1, 2005

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