The document discusses an approach to information literacy instruction called "The Common Core in Common Practice." It focuses on building students' skills in searching for, evaluating, and citing information online through sequential lessons, collaboration between teachers and librarians, and having students apply evaluation techniques like RADCAB and CRAAP.
The document provides an overview of an information literacy session on developing students' filtering abilities. It discusses the problems of information overload and filter failure in today's environment of abundant online information. It then outlines the key building blocks and skills taught in the session, including search strategies, evaluation techniques like CRAAP and RADCACB tests, and the importance of reflection and citation. Examples and images are provided to illustrate each concept.
Two Heads are Better Than One: Fostering Collaboration Between Library and Cl...Melissa Corey
This document outlines a presentation on fostering collaboration between libraries and classrooms. It discusses how the common core standards present opportunities for librarians to become instructional partners. It defines four levels of collaboration from coordinate to embed and describes strengths and barriers. Attributes of successful collaboration like respect, responsibility and communication are also examined. The presentation provides protocols for teachers and librarians to analyze collaboration opportunities.
the common core in common practice: an approach to information literacyMelissa Corey
The document discusses an approach to information literacy called "the common core in common practice". It focuses on teaching students to meet their filtering needs when dealing with an overabundance of information. The approach emphasizes instruction based on building blocks like search, evaluation using the C.R.A.P. test, and reflecting on and citing sources.
Building the 21st Century Researcher: A New Approach to Information LiteracyMelissa Corey
This document provides an overview of a presentation on building 21st century research skills. It discusses how rapid changes in technology and information affect how students learn and research. It introduces the concepts of "digital natives" and "digital immigrants" and how their skills differ. It also outlines the differences between traditional and 21st century models of information literacy. The document describes sample lesson steps involving a pre-assessment, developing search skills, evaluating information, sharing findings, and a post-assessment. The goal is to teach students to effectively navigate today's digital information landscape.
The document provides guidance on evaluating websites and information found online. It introduces several criteria for evaluation, including timeliness, reliability, authority, and purpose. Students are instructed to use these evaluation criteria to review Wikipedia articles they have created. They will also use the Explain Everything app to record and explain their evaluation process. The document emphasizes the importance of carefully evaluating information from online sources.
There was a time when content was king and the teacher was the sage on the stage. Now communication is the new curriculum and network connections drive deep learning and knowledge creation. The era of collaborating, communicating, and integrating resources flexibly and online is here to stay. Massive change has pushed us into a 21st century information maze.
Searching to recognize, categorize, and evaluate good-quality, authoritative, and relevant information is a crucial digital information literacy skill.
What are the implications of this? We can't answer questions effectively about information access and usability without taking into consideration the shifting dimensions of interoperability (from one database or data set to another) and semantic search.
What does the 21st century web offer us? What is the relevance of linked data and semantic search and how might this affect our information seeking, and learning/teaching strategies?
Taming Information Chaos with the Power of 2.0Judy O'Connell
Web 2.0 provides ways to filter, streamline, organise, share, distribute or gather information from the burgeoning information jungle. With the power of 2.0 the information revolution can be tamed. Teachers can learn new ways to incorporate search strategies into their personal information-seeking toolkits and then work with students to weave deeper understandings of how to find information right into the fabric of their learning. In a learning environment where writing, reflecting, creating and collaborating are driving authentic engagement with content, searching and researching has to encompass multi-literacies and information fluency in the process. It’s time to challenge the old standards of ‘search’. With all our experience as teachers, we are novices in the information revolution. It’s not a one-size-fits-all environment, and the myriad of choices, tools and techniques we could customise for our professional purposes need explanation and elaboration to understand how to be a confident, efficient and effective news and knowledge curators. This session will show how connecting, collaborating and networking are dependent on knowledge filters and information search techniques that allow teachers to become extraordinary information architects in charge of their own knowledge work, ready to mentor and support the learning of their students.
The document provides an overview of an information literacy session on developing students' filtering abilities. It discusses the problems of information overload and filter failure in today's environment of abundant online information. It then outlines the key building blocks and skills taught in the session, including search strategies, evaluation techniques like CRAAP and RADCACB tests, and the importance of reflection and citation. Examples and images are provided to illustrate each concept.
Two Heads are Better Than One: Fostering Collaboration Between Library and Cl...Melissa Corey
This document outlines a presentation on fostering collaboration between libraries and classrooms. It discusses how the common core standards present opportunities for librarians to become instructional partners. It defines four levels of collaboration from coordinate to embed and describes strengths and barriers. Attributes of successful collaboration like respect, responsibility and communication are also examined. The presentation provides protocols for teachers and librarians to analyze collaboration opportunities.
the common core in common practice: an approach to information literacyMelissa Corey
The document discusses an approach to information literacy called "the common core in common practice". It focuses on teaching students to meet their filtering needs when dealing with an overabundance of information. The approach emphasizes instruction based on building blocks like search, evaluation using the C.R.A.P. test, and reflecting on and citing sources.
Building the 21st Century Researcher: A New Approach to Information LiteracyMelissa Corey
This document provides an overview of a presentation on building 21st century research skills. It discusses how rapid changes in technology and information affect how students learn and research. It introduces the concepts of "digital natives" and "digital immigrants" and how their skills differ. It also outlines the differences between traditional and 21st century models of information literacy. The document describes sample lesson steps involving a pre-assessment, developing search skills, evaluating information, sharing findings, and a post-assessment. The goal is to teach students to effectively navigate today's digital information landscape.
The document provides guidance on evaluating websites and information found online. It introduces several criteria for evaluation, including timeliness, reliability, authority, and purpose. Students are instructed to use these evaluation criteria to review Wikipedia articles they have created. They will also use the Explain Everything app to record and explain their evaluation process. The document emphasizes the importance of carefully evaluating information from online sources.
There was a time when content was king and the teacher was the sage on the stage. Now communication is the new curriculum and network connections drive deep learning and knowledge creation. The era of collaborating, communicating, and integrating resources flexibly and online is here to stay. Massive change has pushed us into a 21st century information maze.
Searching to recognize, categorize, and evaluate good-quality, authoritative, and relevant information is a crucial digital information literacy skill.
What are the implications of this? We can't answer questions effectively about information access and usability without taking into consideration the shifting dimensions of interoperability (from one database or data set to another) and semantic search.
What does the 21st century web offer us? What is the relevance of linked data and semantic search and how might this affect our information seeking, and learning/teaching strategies?
Taming Information Chaos with the Power of 2.0Judy O'Connell
Web 2.0 provides ways to filter, streamline, organise, share, distribute or gather information from the burgeoning information jungle. With the power of 2.0 the information revolution can be tamed. Teachers can learn new ways to incorporate search strategies into their personal information-seeking toolkits and then work with students to weave deeper understandings of how to find information right into the fabric of their learning. In a learning environment where writing, reflecting, creating and collaborating are driving authentic engagement with content, searching and researching has to encompass multi-literacies and information fluency in the process. It’s time to challenge the old standards of ‘search’. With all our experience as teachers, we are novices in the information revolution. It’s not a one-size-fits-all environment, and the myriad of choices, tools and techniques we could customise for our professional purposes need explanation and elaboration to understand how to be a confident, efficient and effective news and knowledge curators. This session will show how connecting, collaborating and networking are dependent on knowledge filters and information search techniques that allow teachers to become extraordinary information architects in charge of their own knowledge work, ready to mentor and support the learning of their students.
Think, Create, Share, Grow: Promoting the Learning 4 Life InitiativeMelissa Corey
ALA's Emerging Leaders program included a variety of projects from
librarians of all backgrounds, including one school library-focused project
sponsored by AASL. This project promoted the Learning 4 Life initiative
to teach 21st Century information literacy skills to K-12students. Original
media projects were created from a survey of school librarians across the
nation in order to clarify and promote information literacy instruction. This
workshop will be very helpful to attendees who are not sure how to teach
information literacy skills or need a set of standards to follow.
The library librarian is the best resource for students and staff. They can collaborate on assessments and assignments, help integrate standards and trends into projects, locate both print and electronic resources, evaluate the quality of sources, and participate in improving test scores and selecting resources. Additionally, librarians are responsible for creating a superior learning environment through videos, podcasts, blogs, websites, and wikis.
Paradigm Shift in Progress: Building the 21st Century Library ProgramMelissa Corey
The document discusses the need for a paradigm shift in school library programs to meet the needs of the 21st century. It outlines how the traditional library model needs updating, including transforming the physical space, developing an online presence, shifting the collection to include more popular and digital materials, focusing on instruction of new literacies, reimagining library culture, developing librarians' skills, and emphasizing the continued importance of libraries. The school librarian advocates for changes to make the library program more modern, flexible, and student-centered.
Introduction to Transliteracy for LibrariesBobbi Newman
Accompanying notes and links can be found at http://librarianbyday.net/2010/06/introducing-transliteracy-georgia-public-library-service-georgia-library-association/
A webinar for the Georgia Public Library Service
http://georgialibraries.org/events/introducing-transliteracy-bobbi-newman
This document provides an overview and roadmap for a professional development session on integrating technology into the classroom. It covers topics like Chromebooks, Google Apps, vocabulary tools, classroom management apps, assessment apps, research techniques, and ways for students to demonstrate their learning. Teachers are guided through demonstrations of specific apps and websites like Google Docs, Biblionasium, ClassDojo, Kahoot, and Think-Tac-Toe. They are given time to practice the skills and tools covered before the session concludes with suggestions for further learning.
Library Skunk Works: User Experience Design for the 21st Century LibraryJohn Blyberg
The document discusses user experience (UX) design for libraries. It defines UX as a planned, positive experience that is more than the sum of its parts. It discusses factors like culture, society, the mind, metrics, components like interfaces and physical spaces, and values like inspiration and personal transformation that relate to UX. It also discusses inhibitors like security and apathy. The document provides examples of how the Darien Library applies UX principles through mobility, communication, marketing, and more.
The document discusses evaluating information sources using the TRAP method: Timeliness, Reliability, Authority, and Purpose. It encourages participants to create Wikipedia articles collaboratively using cited sources. Participants then evaluate their articles and each other's using criteria they develop in groups. The document promotes learning information evaluation skills through a collaborative writing and peer-review activity.
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.
User Research Method Case Study- Design for the blindHongyuan Jiang
The document discusses website navigation design considerations for blind users. It focuses on reducing cognitive overload, providing guidance, and empowering users. It recommends a standardized layout with main links and previews of potential links. It also discusses testing prototypes with 10 blind participants and insights around providing guidance, empowering users, and reducing cognitive overload. User testing revealed issues like accidental clicks, confusing interfaces, and distracting sounds. The document concludes by discussing developing technology like link lists and search filters to aid blind users in navigating the internet.
The document discusses the innovative way of learning known as m-learning. M-learning uses mobile devices to enable learning anywhere and anytime through educational apps and by connecting to online resources. It allows students to learn beyond the classroom according to their needs and interests. M-learning promotes collaborative and autonomous learning through instant interaction between students and teachers from any location.
My presentation for the MISBO 2015 conference in Asheville, NC about current trends in Education Technology and factors needed for #edtech implementation success.
The Next Big Thing is Web 3.0. Catch It If You Can Judy O'Connell
The best minds on our planet are suggesting that the Internet will continue to be arguably the most influential invention of our time. We are in the midst of a highly dynamic and dramatically changing landscape. Where Web 1.0 made us consumers of information, Web 2.0 allowed us to be participators and creators. Web 3.0 and the Semantic Web technologies are beginning to play a larger and more significant role in the search and filtering of the content fire hose that teachers and students encounter each day. How will the semantic web influence our learning and teaching encounters on the web? What is the connection between meaning and data? Will search or discovery be the main driving force in the 3.0 information revolution? How will information and knowledge creation in a semantic-powered online world develop? This session will draw on Semantic Web research and developments and show how connecting, collaborating and networking in a Web 3.0 world is changing the ground-rules once again.
Technology and Change: It's good for business, is it good enough for education?Hazel Owen
The notion that education prepares you for the rest of your life is flawed. Rather, education helps you develop the lifelong learning skills that will help you to be responsive to change as it happens.
It might be argued that, public confidence in higher education has been declining steadily as the gap between the 'relevance' seen (by students, communities, and commerce) between what students are being prepared for and the lives they are going to live.
I wanted to ask the question (perhaps a little controversial)
Are tertiary institutions innovative (something several claim to be) or are they simply doing the same things they have been doing for years, just using different tools?
Are we preparing students to be ethical, able participants in communities - online and face-to-face?
The Importance of Storytelling in Web Design, WordCamp Miami 2013Denise Jacobs
The document discusses the importance of storytelling in web design. It argues that storytelling is how humans naturally gather and process information, and that websites should incorporate story elements like characters, plots, and settings to effectively engage users. Specific examples of websites that successfully use stories are provided. The presentation encourages designers to think of themselves as modern storytellers and to integrate narrative elements into their design process from the beginning of a project.
Think, Create, Share, Grow: Promoting the Learning 4 Life InitiativeMelissa Corey
ALA's Emerging Leaders program included a variety of projects from
librarians of all backgrounds, including one school library-focused project
sponsored by AASL. This project promoted the Learning 4 Life initiative
to teach 21st Century information literacy skills to K-12students. Original
media projects were created from a survey of school librarians across the
nation in order to clarify and promote information literacy instruction. This
workshop will be very helpful to attendees who are not sure how to teach
information literacy skills or need a set of standards to follow.
The library librarian is the best resource for students and staff. They can collaborate on assessments and assignments, help integrate standards and trends into projects, locate both print and electronic resources, evaluate the quality of sources, and participate in improving test scores and selecting resources. Additionally, librarians are responsible for creating a superior learning environment through videos, podcasts, blogs, websites, and wikis.
Paradigm Shift in Progress: Building the 21st Century Library ProgramMelissa Corey
The document discusses the need for a paradigm shift in school library programs to meet the needs of the 21st century. It outlines how the traditional library model needs updating, including transforming the physical space, developing an online presence, shifting the collection to include more popular and digital materials, focusing on instruction of new literacies, reimagining library culture, developing librarians' skills, and emphasizing the continued importance of libraries. The school librarian advocates for changes to make the library program more modern, flexible, and student-centered.
Introduction to Transliteracy for LibrariesBobbi Newman
Accompanying notes and links can be found at http://librarianbyday.net/2010/06/introducing-transliteracy-georgia-public-library-service-georgia-library-association/
A webinar for the Georgia Public Library Service
http://georgialibraries.org/events/introducing-transliteracy-bobbi-newman
This document provides an overview and roadmap for a professional development session on integrating technology into the classroom. It covers topics like Chromebooks, Google Apps, vocabulary tools, classroom management apps, assessment apps, research techniques, and ways for students to demonstrate their learning. Teachers are guided through demonstrations of specific apps and websites like Google Docs, Biblionasium, ClassDojo, Kahoot, and Think-Tac-Toe. They are given time to practice the skills and tools covered before the session concludes with suggestions for further learning.
Library Skunk Works: User Experience Design for the 21st Century LibraryJohn Blyberg
The document discusses user experience (UX) design for libraries. It defines UX as a planned, positive experience that is more than the sum of its parts. It discusses factors like culture, society, the mind, metrics, components like interfaces and physical spaces, and values like inspiration and personal transformation that relate to UX. It also discusses inhibitors like security and apathy. The document provides examples of how the Darien Library applies UX principles through mobility, communication, marketing, and more.
The document discusses evaluating information sources using the TRAP method: Timeliness, Reliability, Authority, and Purpose. It encourages participants to create Wikipedia articles collaboratively using cited sources. Participants then evaluate their articles and each other's using criteria they develop in groups. The document promotes learning information evaluation skills through a collaborative writing and peer-review activity.
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.
User Research Method Case Study- Design for the blindHongyuan Jiang
The document discusses website navigation design considerations for blind users. It focuses on reducing cognitive overload, providing guidance, and empowering users. It recommends a standardized layout with main links and previews of potential links. It also discusses testing prototypes with 10 blind participants and insights around providing guidance, empowering users, and reducing cognitive overload. User testing revealed issues like accidental clicks, confusing interfaces, and distracting sounds. The document concludes by discussing developing technology like link lists and search filters to aid blind users in navigating the internet.
The document discusses the innovative way of learning known as m-learning. M-learning uses mobile devices to enable learning anywhere and anytime through educational apps and by connecting to online resources. It allows students to learn beyond the classroom according to their needs and interests. M-learning promotes collaborative and autonomous learning through instant interaction between students and teachers from any location.
My presentation for the MISBO 2015 conference in Asheville, NC about current trends in Education Technology and factors needed for #edtech implementation success.
The Next Big Thing is Web 3.0. Catch It If You Can Judy O'Connell
The best minds on our planet are suggesting that the Internet will continue to be arguably the most influential invention of our time. We are in the midst of a highly dynamic and dramatically changing landscape. Where Web 1.0 made us consumers of information, Web 2.0 allowed us to be participators and creators. Web 3.0 and the Semantic Web technologies are beginning to play a larger and more significant role in the search and filtering of the content fire hose that teachers and students encounter each day. How will the semantic web influence our learning and teaching encounters on the web? What is the connection between meaning and data? Will search or discovery be the main driving force in the 3.0 information revolution? How will information and knowledge creation in a semantic-powered online world develop? This session will draw on Semantic Web research and developments and show how connecting, collaborating and networking in a Web 3.0 world is changing the ground-rules once again.
Technology and Change: It's good for business, is it good enough for education?Hazel Owen
The notion that education prepares you for the rest of your life is flawed. Rather, education helps you develop the lifelong learning skills that will help you to be responsive to change as it happens.
It might be argued that, public confidence in higher education has been declining steadily as the gap between the 'relevance' seen (by students, communities, and commerce) between what students are being prepared for and the lives they are going to live.
I wanted to ask the question (perhaps a little controversial)
Are tertiary institutions innovative (something several claim to be) or are they simply doing the same things they have been doing for years, just using different tools?
Are we preparing students to be ethical, able participants in communities - online and face-to-face?
The Importance of Storytelling in Web Design, WordCamp Miami 2013Denise Jacobs
The document discusses the importance of storytelling in web design. It argues that storytelling is how humans naturally gather and process information, and that websites should incorporate story elements like characters, plots, and settings to effectively engage users. Specific examples of websites that successfully use stories are provided. The presentation encourages designers to think of themselves as modern storytellers and to integrate narrative elements into their design process from the beginning of a project.
The Importance of Storytelling in Web Design, WordCamp Miami 2013
Info Lit PD - Elem
1. the common core
in common practice:
an approach to
information
literacy
melissa corey, lms
benton high school
sjsd professional development
CC-licensed image via http://www.flickr.com/photos/71615838@N00/1427920061/
Wednesday, February 8, 12
2. map of today’s session
filter failure
today’s filtering needs
meeting those needs
what’s the context?
focus on instruction
what are the building blocks?
search
evaluate
c.r.a.p. test
r.a.d.c.a.b.
reflect/cite
CC-licensed image via http://www.flickr.com/photos/23961199@N05/3051019058/
Wednesday, February 8, 12
3. “One of the effects of living with electronic
information is that we live habitually in a state
of information overload.There’s always more
than you can cope with.”
- Clay Shirky
CC-licensed image via http://www.flickr.com/photos/pagedooley/2078044048/sizes/l/in/
photostream/
Wednesday, February 8, 12
4. “It’s not about Information Overload.
It’s about Filter Failure.” - Clay Shirky
CC-licensed image via http://www.flickr.com/photos/25064547@N06/2568436053/
Wednesday, February 8, 12
5. today’s filtering needs
finding too much information
overconfidence in search
unsavvy at evaluation
information overload
CC-licensed image via http://www.flickr.com/photos/10775233@N00/107326169/
Wednesday, February 8, 12
6. meeting those needs
at the time of need
critically important
individualized
skill-based
CC-licensed image via http://www.flickr.com/photos/47399936@N00/38834196/
Wednesday, February 8, 12
7. LIBRARY INFO SCIENCE
CLASS LIT CLASS
what’s the context?
CC-licensed image via http://www.flickr.com/photos/61495861@N00/5415195709/
Wednesday, February 8, 12
8. focus on instruction
sequential
skill-building
based on schema
example-driven
CC-licensed image via http://www.flickr.com/photos/duaneschoon/4530185934/sizes/l/in/
photostream/
Wednesday, February 8, 12
9. TEACHER- STUDENT
LIBRARIAN INSTRUCTION
COLLABORATION
ONLINE
RESOURCES
what are the building blocks?
CC-licensed image via http://www.flickr.com/photos/28745942@N05/4316505671/
Wednesday, February 8, 12
10. back to basics
search
evaluate
cite
CC-licensed image via http://www.flickr.com/photos/63195643@N00/4184705426/
Wednesday, February 8, 12
11. search
CC-licensed image via http://www.flickr.com/photos/st3f4n/3951143570/sizes/l/in/
photostream/
Wednesday, February 8, 12
12. google scholar
CC-licensed image via http://www.flickr.com/photos/missha/2209205063/sizes/l/in/
photostream/
Wednesday, February 8, 12
14. “Wrong” “Right”
Information Information
evaluate
Wednesday, February 8, 12
15. r.a.d.c.a.b.
c.r.a.p. test
c.a.r.v.e.
c.a.r.s.
c.r.i.t.i.c.
alphabet soup
CC-licensed image via http://www.flickr.com/photos/lwr/4486713705/sizes/l/in/
photostream/
Wednesday, February 8, 12
16. relevancy
appropriateness
detail
currency
authority
bias
r.a.d.c.a.b.
CC-licensed image via http://www.flickr.com/photos/saturnism/193775980/sizes/l/in/
photostream/
Wednesday, February 8, 12
17. Is the information
relevant to the question
at hand?
Does the information
I’ve found closely relate
to my topic?
relevancy
CC-licensed image via http://www.flickr.com/photos/nostri-imago/3137422976/sizes/o/in/
photostream/
Wednesday, February 8, 12
18. Is the information
appropriate to your
age group?
Is the information
easy to read and
understand?
appropriateness
google reading levels
CC-licensed image via http://www.flickr.com/photos/petergerdes/5037340038/sizes/l/in/
photostream/
Wednesday, February 8, 12
19. Is the depth of
coverage adequate?
Are there supporting
details for each main
idea?
detail
CC-licensed image via http://www.flickr.com/photos/ecstaticist/3779683969/sizes/l/in/
photostream/
Wednesday, February 8, 12
20. Is the information
up-to-date?
Can you tell
when the
information was Does the source
published? present new
information?
currency
unc information timeline
CC-licensed image via http://www.flickr.com/photos/10278395@N08/2460111952/
Wednesday, February 8, 12
21. Is the website backed Can you
by experts? determine
the authors
of the
website?
Is there an
organization
backing the
website?
authority
wikidashboard
CC-licensed image via http://www.flickr.com/photos/chorazin/89345609/sizes/l/in/
photostream/
Wednesday, February 8, 12
22. Is the website commerical
or non-commercial?
Is the information presented
objectively (when needed)?
Is there a clear bias
for a single viewpoint?
bias
CC-licensed image via http://www.flickr.com/photos/jonmcgovern/3206948670/sizes/z/in/
photostream/
Wednesday, February 8, 12
23. reflect (and cite/link/attribute)
CC-licensed image via http://www.flickr.com/photos/41864721@N00/4359012810/
Wednesday, February 8, 12