The document discusses how a primary school in Singapore implemented virtual learning environments to enhance students' information literacy skills. Students used online platforms like wikispace to collaboratively discuss topics in their Tamil language class. This allowed students to connect, construct, and relate information on issues like the impact of tourism on Singapore. The virtual platform provided a space for students to build on each other's contributions. Overall, the implementation was successful in engaging students in higher-order thinking and helping them develop skills in accessing, evaluating, and using information to learn.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
This presentation looks at applying multiliteracies to TEFL (teaching English as a Foreign Language). Multiliteracies was a language learning concept based on semiotics that allowed for and included new media modes of communication in the 1990s. Whilst the language learning situation has changed considerably since that time, the concept of multiliteracies is still relevant in terms of opening up and supplementing TEFL practice.
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
A Proposed Reading Program for Secondary School StudentsDr. Amarjeet Singh
This proposed program presents a background of
reading competencies, application of consistent
methodological standards and technology-assisted programs.
Several researches have quoted the arising complication in
the education of high school students, especially in the
learning of reading as part of the English subject because of
the advancement of technology. Clearly, well-educated
programs established a decade ago are no longer effective
nowadays.
Moreover, it focuses specifically on teaching reading
to fourth year high school students with the assistance of
multimedia. Some researches on the use of multimedia digital
technologies to enhance reading instruction are in its infancy.
This reflects the fact that the technological capabilities that
appear to have the most potential in aiding children learn
how to read, such as computer speech recognition, have only
recently become sufficiently affordable and available for
widespread use.
In addition, this reading program is intended to
provide background information that will encourage reading
specialists, education technology specialists, classroom
teachers, and special education teachers to work together to
understand, evaluate and implement effective uses of
technology in teaching reading to students. It brings together
the research-based guidelines for teaching students to read
with information about the potential uses of multimedia
digital technology to enhance reading instruction.
Presentation to accompany proposal for a BC Board/Authority Authorized Course - framework posted at http://db.tt/yCrfoQ6A. Middle Earth 12 is a senior Humanities elective course - a personalized, blended approach to the study of Language and Landscape. Middle Earth 12 is designed to work as a stand-alone course but will be implemented with a Humanities Program that also includes students seeking credit for BC English 11 and Geography 12.
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
Iskoodle is used by all international schools around the world so that it is available to all teachers who are members of ECIS. The following study was conducted in 2011and is part of my Master thesis in E-learning and Education for the UOC (Open University of Catalonia)
Interactive digital learning materials for kindergarten students in banglades...Baharul Islam
Traditional education system for preschool children is not updated in Bangladesh. Generally, parents and teachers are tried to teach children by introducing first alphabet and numbers in the form of text books. Sometimes it is quite difficult for teachers to teach play group about their first learning when they are not interested with it. The pedagogy of teaching and learning is changed with the proliferation of communication technology and it is necessary to develop interactive learning materials for children that may improve their learning, catching, and memorizing capabilities. Perhaps, one of the most important innovations in the age of technology is multimedia and its application. It is imperative to create high quality and realistic leaning environment for children. Interactive learning materials can be easier to understand and deal with their first learning. We developed some interactive learning materials in the form of video for playgroup using multimedia application tools. This study investigated the impact of student’s abilities to acquire new knowledge or skills through interactive learning materials. We visited one kindergartens (Nursery schools), interviewed class teachers about their teaching methods and level of students’ ability of recognizing English alphabets, pictures etc. The course teachers were provided interactive learning materials to show their playgroups for a number of sessions. The video included English alphabets with related words and pictures, and motivational funs. We noticed that almost all children were very interested to interact with their leaning video. The students were assesses individually and asked to recognize the alphabets, and pictures. The students adapted with their first alphabets very quickly. However, there were individual differences in their cognitive development. This interactive multimedia can be an alternative to traditional pedagogy for teaching playgroups.
A Proposed Reading Program for Secondary School StudentsDr. Amarjeet Singh
This proposed program presents a background of
reading competencies, application of consistent
methodological standards and technology-assisted programs.
Several researches have quoted the arising complication in
the education of high school students, especially in the
learning of reading as part of the English subject because of
the advancement of technology. Clearly, well-educated
programs established a decade ago are no longer effective
nowadays.
Moreover, it focuses specifically on teaching reading
to fourth year high school students with the assistance of
multimedia. Some researches on the use of multimedia digital
technologies to enhance reading instruction are in its infancy.
This reflects the fact that the technological capabilities that
appear to have the most potential in aiding children learn
how to read, such as computer speech recognition, have only
recently become sufficiently affordable and available for
widespread use.
In addition, this reading program is intended to
provide background information that will encourage reading
specialists, education technology specialists, classroom
teachers, and special education teachers to work together to
understand, evaluate and implement effective uses of
technology in teaching reading to students. It brings together
the research-based guidelines for teaching students to read
with information about the potential uses of multimedia
digital technology to enhance reading instruction.
Presentation to accompany proposal for a BC Board/Authority Authorized Course - framework posted at http://db.tt/yCrfoQ6A. Middle Earth 12 is a senior Humanities elective course - a personalized, blended approach to the study of Language and Landscape. Middle Earth 12 is designed to work as a stand-alone course but will be implemented with a Humanities Program that also includes students seeking credit for BC English 11 and Geography 12.
This presentation articulates the idea of literacies across the curriculum. The various ways in which literacy can be understood is analysed, and these categories are applied to different curriculum subjects. The slideshow represents multiliteracies, the new literacies, critical and affective literacy and multiple literacies theory (MLT).
Iskoodle is used by all international schools around the world so that it is available to all teachers who are members of ECIS. The following study was conducted in 2011and is part of my Master thesis in E-learning and Education for the UOC (Open University of Catalonia)
Microblogging in higher education: Digital Natives, knowledge creation, socia...Maurice Dawson
With the rise of Web 2.0, microblogging has become a widely accepted phenomenon for sharing information. Moreover, the Twitter platform has become the tool of choice for universities looking to increase their digital footprint. However, scant research addresses the viability of microblogging as a tool to facilitate knowledge creation practices among higher education students. This paper proposes a model to explain how students, as digital natives, leverage the features of the Twitter microblogging for the transfer of knowledge. Finally, the paper examines the dark side of Twitter as a privacy-leaking platform and issues a call to higher institutions for specific security policies to prevent nefarious use.
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
Enhancing the STEM FrameworkCombining Science, Technology, ETanaMaeskm
Enhancing the STEM Framework
Combining Science, Technology, Engineering, and Mathematics with
Stamina, Transdisciplinarity, Engagement, and Mindfulness prepares students
for real-world problems.
By Jennifer A. Manak and Enrique A. Puig
As we write this article amid the COVID-19 pandemic, we are more aware than ever
of the overlapping and interconnect-
ed nature of science, literacy, and
real-world issues. This pandemic is
not simply a problem to be solved by
expertise in any one discipline but
necessitates a transdisciplinary ap-
proach requiring the integration of
many f ields including biology, virol-
ogy, economics, politics, engineer-
ing, education, and psychology. As
we adapt instruction to educate stu-
dents and support social-emotional
learning, we must collaboratively
seek new solutions to these dynamic,
real-word issues in our global soci-
ety. As educators preparing the next
generation of global solution-seek-
ers, how can we foster our students
to become engaged, motivated, and
literate citizens who work across dis-
ciplines, cultures, and identities?
We propose building on the
STEM acronym (Science, Technol-
ogy, Engineering, Mathematics)
with Stamina, Transdisciplinar-
ity, Engagement, and Mindfulness
crosscutting STEM subjects to fos-
ter students’ acceleration of critical
thinking of disciplinary practices
across core ideas. Within the concept
of three-dimensional learning, we
situate stamina, transdisciplinarity,
engagement, and mindfulness as a
framework for enhancing instruction
across the disciplines to engineer so-
lutions to real-world issues. Similar
to the major goals of the Next Gener-
ation Science Standards (NGSS), this
framework focuses on students con-
structing, deconstructing, and re-
constructing concepts in a coherent
manner and progression. Within the
rest of the article, STEM will refer
to our enhancement of the acronym.
In addition to building upon STEM
and what it means to educators, we
will include classroom implementa-
tion tips as guideposts for teacher-
colleagues, teacher-leaders, and to
support our argument.
Over time, educators come to the
realization that prof icient learners
are transdisciplinary literate. Trans-
disciplinary learners crosscut infor-
mation and knowledge from various
disciplines to function, inform deci-
sions, make sense, and create. Re-
f lecting the NGS S, our goal is to pre-
pare global-ready students to build
upon traditional STEM by focusing
on: (1) building student stamina for
learning, (2) using knowledge across
disciplinary core ideas, (3) engaging
students in becoming transdisci-
plinary literate, and (4) developing
learners who are mindful of the world
around them. Ultimately, our goal
for globally-minded students is to
be make informed decisions on per-
sonal and real-world issues (Tucker
2017). To inform three-dimensional
instruction, the essential pragmatic
questions are:
• How do we use stamina,
transdiscipl ...
Industry 4.0 is changing the Landscape of how we live in this world. And Education is undergoing a Paradigm change to keep up with the changing times. What should India do to change its education system is explained through examples.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. Virtual Environment as a Collaborative Platform
to Enhance Pupils Information literacy skills
Sivagouri Kaliamoorthy
Beacon Primary School, Singapore
sivagouri_kaliamoorthy@moe.edu.sg
Abstract
The emergence of informative environment technology has made the ideology of learning, “anywhere,
anytime”, a reality. The 21st century learners are equipped with readily available information at a mere
click of a button. The Internet has erased international boundaries allowing our young charges the
potential to develop as global citizens. This also demands that pupils develop a deeper understanding
of the complex arrays of issues that involve them, now further complicated by the lack of traditional
boundaries. Research studies have given good insights on the role of information literacy on the
effectiveness of learning. However, very little studies demonstrate an effective implementation of
programmes in virtual learning environments. The paper highlights how Beacon Primary School, one
of the futuristic schools in Singapore, has implemented its Tamil Language programmes in a virtual
learning environment thus providing a collaborative platform for pupils to meet and discuss issues.
All our students, studying at the Primary four (P4) level (ten year old students), own their own
personal learning device (notebook computer) which they bring to school daily. P4 Tamil curriculum
and lesson packages are designed to infuse Information Communications Technology (ICT)
meaningfully and make virtual learning a reality. Information literacy had been weaved into the P4
Tamil language curriculum with an online Web 2.0 software, wikispace, PBworkspace, as the platform
for collaborative virtual learning environment. This paper presents how the virtual environment acts
as a collaborative platform to enhance the pupil’s information literacy skills.
Keywords: Virtual Environment, Information Literacy Skills
1. Introduction & Purpose
Pupils are surrounded by a wealth of knowledge. Today, at the click of a button, students have access
to events occurring anywhere on the globe within seconds of it happening. Given this scenario, it is
critical that our pupils are equipped with the skill to connect, construct and relate the information
presented. The virtual environment provides the space for collaboration amongst pupils. The virtual
environment eases and enriches the process out of which meaning is derived from the multitude of
information presented. The virtual environment also presents a knowledge-based forum for pupils to
build on each others’ contribution.
Today’s educational system has to respond to two seemingly contradictory demands: On one hand, it
has to effectively transmit constantly evolving knowledge and know-how to a knowledge-driven
civilization. On the other hand, it has to enable learners with the right skills to select pertinent
information out of the explosion of available information. It also has to ensure that the personal and
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3. social development of the young learner is catered for. Therefore ‘education must ... simultaneously
provide maps of a complex world in constant turmoil and the compass that will enable people to find
their way in it’ Delors. J.,(1996) This translates to a shift in focus for the amount and level of content
taught in schools. It also calls for greater emphasis on equipping our pupils with relevant skills to pick
out relevant information. This forms the basis of the nation-wide initiative of ‘Teaching Less, Learning
More’6. In today’s context, the ability to access, evaluate, organize and use information in order to
learn, problem-solve, make decisions in a formal and informal learning contexts are an integral part of
their learning. A key characteristic of the lifelong learner is strongly connected with critical and
reflective thinking.
Information communication technological tools are constructive tools that provide a collaborative
platform for pupils to come on board and build on each other’s knowledge. “Constructive tools are
general-purpose tools that can be used for manipulating information, constructing one’s own
knowledge or visualizing one’s understanding” Lim., C.P., & Tay, L.Y.,(2003). Jonassen, D. H., Carr, C.
S., & Lajoie, S. P. (2000) purport the following constructivist approach- “ICT as mind tools for
constructing evaluating, analysing, connecting, elaborating, synthesizing, imagining, designing,
problem-solving, and decision-making.” The term “constructive” stems from the fact that these tools
enable students to produce a certain tangible product for a given instructional purpose. This paper
takes a reflective, narrative approach in documenting our attempts to integrate the virtual
environment as a collaborative platform in enhancing pupils’ information literacy skills.
2. My Reflections
One of the key themes in the P4 curriculum revolves around the topic of ‘My Country’. The broad
objectives include exposing students to the various issues that surround the country. The lesson
design is tailored to educate on the various national issues, including the importance of tourism and
consequently make logical connections to the implications and impact it poses to Singapore’s
economic growth. The lesson was planned and carried out via the virtual learning platform as a
collaborative platform for pupils to virtually meet discuss and develop their knowledge on the issue.
The discussion began from an article on Tourism from the Singapore local Tamil newspaper, Tamil
Murasu. The teacher posted questions adopting the Blooms Taxonomy to scaffold pupils skills up to
the different stages. Relevant links for extended learning was also provided. These links however, was
in the English language. Pupils were instructed to explore these links independently and gather
pertinent information. They were subsequently asked to present them coherently in the Tamil
language.
Pupils were taken through three main stages:
1) Connect – refers to the understanding of the article/ information presented.
6
‘Teach Less; Learn More’ (TLLM) is a call for schools and teachers to focus more on the active learning of
students and the construction of their own knowledge.
93
4. 2) Construct – refers to the pupils’ ability to comprehend the information, build on possible
relationships and extend their knowledge and understanding from the information presented
collectively in the platform.
3) Relate – relates to the presentation of collective information, analysis, synthesis, evaluation and
creation of new perspectives from the issues presented. The following section details the
activities conducted as part of each of the stages.
1) Connect:
• Pupils were asked to highlight the keywords and use the mind mapping technique to
identify all the important points in the article.
• Each pupil is to contribute one finding from the article via online postings.
• Pupils also verified their friends’ understanding of the article and their related
thoughts.
• If there was a misunderstanding of aspects in the article, the responsibility lay on
fellow mates in the team to post a more accurate interpretation of the information.
• The teacher acts as a facilitator to ensure that pupils connect with their ideas.
2) Construct
• Pupils paraphrase, translate or give a short summary to express their comprehension
of the article and the related issues.
• In response to the questions raised, other members in the class contribute and build
on one another’s ideas via the platform.
• The pupils’ understanding of the content matter becomes apparent when they are
able to identify relationships amongst ideas posted.
• Pupils also tap on prior knowledge to build on these ideas.
3) Relate
• Pupils are challenged with questions that require them to analyse available
information and find logical patterns.
• Pupils then evaluate the information and relate it to the current situation and seek
new perspectives and understanding.
Pupils were observed to be very engaged and used the language appropriately. However, there were
instances where pupils used English language to express their ideas, instead of Tamil. Although
pupils were strongly encouraged to use Tamil language, weaker pupils who needed to resort to code-
switching to express their thoughts, were not discouraged. The other pupils in the subsequent
postings helped to translate these ideas. This created a win-win situation for pupils to tap on and
maximise each others’ strength and to learn collaboratively.
As part of the school ICT program, pupils were introduced to search engines and were guided in
searching for the relevant information. Pupils were also taught principles of cyber-wellness and
exercised civic respect in contributing ideas and in providing feedback and comments in the online
platform. The contributions of students to the discussed topic and the postings of links leading to
94
5. other related information was motivating. Even students who were less proficient in the language,
displayed interest in contributing to the discussion. Their posting displayed the collective
understanding of the various points contributed in the platform. As all pupils had to work with their
own personal learning, the learning was seamless.
The second extensive discussion took place after Japan’s natural disaster. Pupils were exposed to this
information during the morning assembly programme. As an extension an article from the newspaper
was selected for online discussions. There was an intense discussion amongst pupils including the
implications to the society and country. Pupils related the probable consequences. They were able to
relate chain actions that would take place because of this disaster. Pupils used the Internet search
engines to look up for latest update on the disaster such as on the British Broadcasting Corporation
(BBC) news website. It was gratifying to note that the students took it upon themselves to update one
another on the latest developments. In addition, they discussed and evaluated the situation and
thought about the loss of those affected and the possible implications on their lives. It was heart
warming to note pupils expressed concern and empathy for those affected.
3. Discussion & Conclusion
Technology is used as a constructive tool to facilitate pupils’ learning and making sense of their
learning via a collaborative platform. Pupils’ engagement was evident throughout the discussion.
They were critical about their contributions and took great responsibility in actively using the net to
search for information to enhance their learning. The project had benefited even pupils, less proficient
in the Tamil language, who was observed to be actively contributing ideas. There was sincere
commitment on the part of the students. They also showed initiative in providing additional links and
support for others to make sense of the issue. This helped to bring out the best in each pupil. Pupils in
addition, expressed positive feedback. Every pupil contributed and has equal share in collaboratively
constructing the knowledge, thus the ownership was very strong amongst them. This was a
demonstration that young age is not a barrier in understanding world issues if it is tailored to meet the
needs of the young learners. What really matters is whether pupils are equipped with skill to
understand the implication and impact of the issue discussed.
In terms of skills, all pupils were able to sieve out and decipher the main points from the information
presented and build on this information. Through this communication, it was observed that pupils
had tapped on prior knowledge and experience in developing their alternative perspectives. Pupils
learned to use the information and ideas presented in a graphical organising format to organise ideas.
Pupils exhibited strong bonding and collaboration during the various collaboration sessions. The
usage of technology was pervasive and as Breivik., P. (2000) puts it “Information literacy (is not)...
teaching a set of skills but rather a process that should transform both learning and the culture of
communities for the better.”
This paper is my attempt to share possible strategies in integrating information literacy into our daily
lessons. It is through such sharing and exchanges where ideas could build upon ideas to further push
the boundaries of our pursuit for pedagogical break-through in this fast changing world.
References
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Teach Less; Learn More- Transforming Learning From Quantity To Quality. Singapore Education
Milestones 2004-2005 http://www.moe.gov.sg/about/yearbooks/2005/pdf/teach-less-learn-
more.pdf
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Hall.
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