This document discusses the need for students to learn 21st century skills like collaboration, technology proficiency, and information literacy in order to succeed in today's world. It emphasizes the important role of media specialists and libraries in teaching these skills through technology integration and collaboration with classroom teachers. However, true collaboration is still lacking in many schools. All educators must be aware of 21st century skills and work together to incorporate them into the curriculum through activities that develop information literacy.
Learning Through Social Networking Sites: The Critical Role of the Teacherwanzahirah
This study examined how the role of the teacher influences student behavior and learning when using social networking sites (SNS) for educational purposes. Two classes completed identical modules on an SNS. Student contributions were analyzed using Bloom's taxonomy to measure cognitive thinking. The key findings were:
1) There is a tradeoff between social vs learning contributions on SNS.
2) SNS have potential to enhance student motivation and digital literacy but the teacher's role is critical.
3) Effective teacher implementation through positive relationships, establishing a learning attitude, and online presence was associated with positive outcomes, while limitations could inhibit success.
This document contains an annotated bibliography by Yolonda Alston on the topic of how technology impacts education for youth versus older generations. It summarizes 5 sources that discuss how youth are more adapted to using technology like social media and multimedia in the classroom compared to older generations. The sources describe ways that integrating technology into lessons can help engage students and enhance their learning compared to traditional lecture-based methods.
This document contains an annotated bibliography by Yolonda Alston on the topic of how technology impacts education for youth versus older generations. It summarizes several sources that discuss how youth are more adapted to learning with technology like multimedia, are more engaged by visual learning styles, and that banning social media from education is counterproductive as it is essential for communicating with today's students. The sources argue that integrating technology into teaching can improve student performance and that educators need to adapt to digital learning styles.
The document discusses three studies on the use of technology in classrooms:
1) A 1-year study of 4 teachers using microcomputers found increased student participation and skills but no changes to class structure.
2) A 2-year laptop program study found it increased critical thinking but teachers struggled with integration.
3) A study using wikis for group projects found collaboration was improved but younger students missed face-to-face interaction.
The document discusses the debate around incorporating new technology into traditional classrooms. While some schools have replaced books entirely with technology, most argue that a balanced approach is best. Effective 21st century classrooms integrate technology to supplement but not replace textbooks, lectures, and human interaction. Schools need to provide students experience with technology for their future careers but also maintain traditional elements that support learning. The optimal approach is to thoughtfully combine old and new methods so they coexist in a mutually reinforcing way.
E. Demastrie - ICTs in the Classroom PaperEmma Demastrie
This document discusses incorporating digital social media like blogs and wikis into English language arts classrooms. It summarizes research showing that social media can be used effectively for academic purposes when teachers provide clear guidelines. Students are able to adapt informal social media skills to develop, share, and publish academic writing online. This allows students to communicate using digital language they are fluent in, while still meeting academic standards. Overall, the document argues that embracing digital media in the classroom helps prepare students for an increasingly digital world.
This summarizes a document about a participatory action research project on professional development for teachers. The project worked with a group of New Hampshire teachers called Early Adopters to integrate new media literacies into the curriculum. It used a distributed expertise model where teachers learned collaboratively as peers rather than relying only on individual expertise. Teachers completed media literacy challenges and shared lessons, gaining skills in areas like appropriation and negotiation. The project showed the value of teachers learning through participatory cultures and helped them apply new skills to their teaching practices.
Each year The Harold W. McGraw, Jr. Prize in Education recognizes outstanding educational leaders whose accomplishments have significantly improved the quality of American education and made a lasting difference in the lives of countless students. The pantheon of previous McGraw Prize winners constitutes a virtual “Who’s Who” in American education. This year we sought out individuals who are using technology to advance the learning sciences and transform education. Therefore, we now have the pleasure of honoring three great educational entrepreneurs: Robert Beichner, Mitchel Resnick and Julie Young.
To tap their collective insight, McGraw-Hill asked Beichner, Resnick and Young to collaborate on a white paper which draws on their perspectives spanning across elementary, secondary and post-secondary education. The paper hones in on one of the unheralded benefits of educational technology: to enhance and strengthen the human connections that facilitate learning.
Learning Through Social Networking Sites: The Critical Role of the Teacherwanzahirah
This study examined how the role of the teacher influences student behavior and learning when using social networking sites (SNS) for educational purposes. Two classes completed identical modules on an SNS. Student contributions were analyzed using Bloom's taxonomy to measure cognitive thinking. The key findings were:
1) There is a tradeoff between social vs learning contributions on SNS.
2) SNS have potential to enhance student motivation and digital literacy but the teacher's role is critical.
3) Effective teacher implementation through positive relationships, establishing a learning attitude, and online presence was associated with positive outcomes, while limitations could inhibit success.
This document contains an annotated bibliography by Yolonda Alston on the topic of how technology impacts education for youth versus older generations. It summarizes 5 sources that discuss how youth are more adapted to using technology like social media and multimedia in the classroom compared to older generations. The sources describe ways that integrating technology into lessons can help engage students and enhance their learning compared to traditional lecture-based methods.
This document contains an annotated bibliography by Yolonda Alston on the topic of how technology impacts education for youth versus older generations. It summarizes several sources that discuss how youth are more adapted to learning with technology like multimedia, are more engaged by visual learning styles, and that banning social media from education is counterproductive as it is essential for communicating with today's students. The sources argue that integrating technology into teaching can improve student performance and that educators need to adapt to digital learning styles.
The document discusses three studies on the use of technology in classrooms:
1) A 1-year study of 4 teachers using microcomputers found increased student participation and skills but no changes to class structure.
2) A 2-year laptop program study found it increased critical thinking but teachers struggled with integration.
3) A study using wikis for group projects found collaboration was improved but younger students missed face-to-face interaction.
The document discusses the debate around incorporating new technology into traditional classrooms. While some schools have replaced books entirely with technology, most argue that a balanced approach is best. Effective 21st century classrooms integrate technology to supplement but not replace textbooks, lectures, and human interaction. Schools need to provide students experience with technology for their future careers but also maintain traditional elements that support learning. The optimal approach is to thoughtfully combine old and new methods so they coexist in a mutually reinforcing way.
E. Demastrie - ICTs in the Classroom PaperEmma Demastrie
This document discusses incorporating digital social media like blogs and wikis into English language arts classrooms. It summarizes research showing that social media can be used effectively for academic purposes when teachers provide clear guidelines. Students are able to adapt informal social media skills to develop, share, and publish academic writing online. This allows students to communicate using digital language they are fluent in, while still meeting academic standards. Overall, the document argues that embracing digital media in the classroom helps prepare students for an increasingly digital world.
This summarizes a document about a participatory action research project on professional development for teachers. The project worked with a group of New Hampshire teachers called Early Adopters to integrate new media literacies into the curriculum. It used a distributed expertise model where teachers learned collaboratively as peers rather than relying only on individual expertise. Teachers completed media literacy challenges and shared lessons, gaining skills in areas like appropriation and negotiation. The project showed the value of teachers learning through participatory cultures and helped them apply new skills to their teaching practices.
Each year The Harold W. McGraw, Jr. Prize in Education recognizes outstanding educational leaders whose accomplishments have significantly improved the quality of American education and made a lasting difference in the lives of countless students. The pantheon of previous McGraw Prize winners constitutes a virtual “Who’s Who” in American education. This year we sought out individuals who are using technology to advance the learning sciences and transform education. Therefore, we now have the pleasure of honoring three great educational entrepreneurs: Robert Beichner, Mitchel Resnick and Julie Young.
To tap their collective insight, McGraw-Hill asked Beichner, Resnick and Young to collaborate on a white paper which draws on their perspectives spanning across elementary, secondary and post-secondary education. The paper hones in on one of the unheralded benefits of educational technology: to enhance and strengthen the human connections that facilitate learning.
The document discusses the implications of digital media and new technologies for learning. It addresses perspectives from students, parents, and teachers. It emphasizes that educational institutions must shift from control to trusting students to embrace new media's power for learning. All stakeholders, including students, parents, teachers, and administrators, should develop skills as "educational connoisseurs" to thoughtfully evaluate new media's role and potential for learning.
This document discusses the integration of technology into classrooms. It provides findings from surveys that show most teachers believe printed textbooks will be replaced by digital tools by 2015. Articles examine how the "Net Generation" of students have grown up with technology and have different learning needs than past generations. Twitter is discussed as a potential educational tool, with benefits like collaboration, but also drawbacks like distraction. The conclusion emphasizes that while technology can engage students, teachers must stay informed on tools and ensure technologies are used to enhance learning rather than distract from it.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
The document discusses the objectives and benefits of developing an all-in-one virtual learning environment (VLE) using Ning. The key objectives are to create a collaborative learning space that promotes learning throughout the year in a safe and controlled environment. Benefits mentioned include having a single interface to access materials and tools, and allowing teachers to provide enhanced resources. The document also discusses how Ning could facilitate collaborative writing tasks and references several studies on the benefits of collaborative and online learning.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
Position paper burpin' mack nclb policies and early childhood educationLaura Flores
The document discusses the impact of No Child Left Behind (NCLB) policies on early childhood education. It argues that the increased focus on standardized testing has pushed curriculum in kindergarten beyond appropriate developmental levels. This applies unnecessary pressure on young students and has reduced time for play, which is important for learning. The response has been programs like Response to Intervention (RTI) to provide extra support for struggling students, but these may not adequately address the needs of students still developing. A balanced approach is needed between testing, development, and appropriate early education practices to support students' long-term success.
This document discusses how social media and new technologies are changing how students learn and access information. It provides statistics showing students are increasingly going online at earlier ages and using mobile devices and social media. This shift requires schools and libraries to guide students in developing digital literacy and citizenship skills. The document reviews various social media and collaboration tools libraries can implement, such as blogs, wikis and video sites. It emphasizes the importance of libraries developing social media policies and using new tools to help students learn effectively in the digital age.
Moodle as Pedagogical Tool: Engaging Students on Sensitive Issues
2010 ETUG Spring Workshop Presentation by Kate Butler and Donna McGhie-Richmond, University of Victoria
Session Description: http://etug.ca/?page_id=835
Dynamic media & digitial storytelling presentationDigLitTeach
This document discusses digital storytelling and its benefits for student learning. It provides examples of digital storytelling tools and outlines the key steps in the digital storytelling process. These include writing a narrative, developing a script, creating a storyboard, assembling multimedia, editing the digital story, and sharing the finished product. The document emphasizes that digital storytelling promotes the development of lifelong learning and communication skills.
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
The document discusses the digital divide between developed and developing countries. It notes that developing countries often lack basic infrastructure and money to invest in new technologies. However, greater access to broadband and the internet can help developing nations progress towards goals like education. Some initiatives like One Laptop Per Child are working to provide affordable laptops and solar chargers to help close this divide and bring technology and education to students in developing world classrooms.
Learning and Education in the Networked SocietyEricsson Slides
This document discusses how learning and education are being transformed as society moves towards a networked world. Key points discussed include:
- Students and teachers empowered by technology are disrupting traditional classroom models through practices like lifelong learning, knowledge sharing, and peer-to-peer learning.
- The rise of connected devices, online content, and digital skills are breaking down barriers between formal education and informal learning.
- New skills like critical thinking and understanding multimedia will be important as students have access to unlimited online information.
- Schools, universities, teachers, and governments will need to adapt education models to compete in this new ecosystem and focus on personalized, flexible, and skills-based learning.
This document discusses three articles about using technology to enhance inclusive classrooms and education for students with disabilities. The first article talks about international trends in inclusive education and both the progress and ongoing challenges. The second article discusses how technology like video and computer programs can help teach social skills to students with deficits. The third article describes how assistive technologies like computers, auditory devices, and mobility aids allow students to participate more fully in classrooms and achieve success. Overall, the document examines how various technologies have helped create more inclusive, engaging learning environments for all students.
What is Learning in a Participatory Culture?Erin Reilly
This document discusses the concept of learning in a participatory culture. It describes how today's students are actively creating and sharing media online within social networks. The author discusses the need for educators to engage students in this new participatory culture by teaching social skills like collaboration, communication, and problem solving. The document also introduces the concept of new media literacies, which involve skills like transmedia navigation, collective intelligence, and networking. An example is provided of Zoey's Room, an online community that teaches girls STEM subjects through peer learning and mentoring. The author argues that educators must integrate these new media literacies and skills across curricula to better prepare students for the future.
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Chapter 1 of "Open Learning Cultures. A Guide to Quality, Evaluation and Asse...Ulf-Daniel Ehlers
THis book aims to provide three things:
- Details the influence of collaborative web-based technology on learning environments and learning behavior
- Provides educators, teachers, lecturers and students with a practical guide to developing customized quality concepts in open learning environments
- Includes guidelines, templates and use cases to facilitate the practical implementation of the methods presentedPresents a concept of quality control and assessments as an integral part of learning processes
This document provides an overview of Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main ideas discussed include: embracing collective intelligence over individual knowledge; defining terms like connected learning; examining how the world, students, and schools have changed with technology; discussing trends like the shift to mobile and social learning; and introducing models for connected professional development like personal learning networks and communities of practice. The presentation emphasizes building relationships and community to support learning and addresses how to shift from teaching to learning focus.
Kelly Whalen started her blog Centsible Life 4 years ago to help people live their dreams on a budget. She has become a well-known mom blogger and respected voice in personal finance. As a mom of 4, she enjoys being able to stay home with her kids while pursuing her passions. The presentation covers bookkeeping basics, when to set up business accounts, legal requirements, banking options, taxes, deductions, estimated taxes, and resources for bloggers. Key points include tracking income/expenses monthly, knowing take-home pay after expenses/taxes, setting aside 30-40% for taxes, and considering deductions for domain fees, hosting, services, and business use of equipment.
Innovación, políticas públicas locales y cohesión social en América LatinaEUROsociAL II
Este documento explora la evolución del concepto de innovación y la pertinencia de la innovación social en América Latina. Tras la Segunda Guerra Mundial, la innovación se asoció principalmente con el desarrollo tecnológico y la creación de espacios de innovación comercial y productiva en países desarrollados. Sin embargo, la innovación entendida solo como un concepto económico no ha podido resolver problemas sociales o desigualdades. Más recientemente, la innovación social ha emergido como un enfoque que busca soluc
1) The opening sequence of the media product uses and challenges conventions by showing the main character's daily routine before receiving a shocking phone call that prompts him to flee.
2) Flashbacks of a previous murder are kept ambiguous, challenging expectations by not fully revealing information to the audience.
3) Color grading and lighting are used to create different atmospheres in scenes and show the main character is conflicted.
The document discusses the implications of digital media and new technologies for learning. It addresses perspectives from students, parents, and teachers. It emphasizes that educational institutions must shift from control to trusting students to embrace new media's power for learning. All stakeholders, including students, parents, teachers, and administrators, should develop skills as "educational connoisseurs" to thoughtfully evaluate new media's role and potential for learning.
This document discusses the integration of technology into classrooms. It provides findings from surveys that show most teachers believe printed textbooks will be replaced by digital tools by 2015. Articles examine how the "Net Generation" of students have grown up with technology and have different learning needs than past generations. Twitter is discussed as a potential educational tool, with benefits like collaboration, but also drawbacks like distraction. The conclusion emphasizes that while technology can engage students, teachers must stay informed on tools and ensure technologies are used to enhance learning rather than distract from it.
Students as partners co creating innovative scholarship - reflections on achi...Sue Beckingham
This presentation will share the outcomes (what the students gained) and the outputs (co-created resources) of a Students as Partners initiative which began by looking at how social media could be used in learning and teaching within their own course. Initially set up as an extracurricular short term project in 2017, it continued and has evolved over four years.
Adopting the 4M framework reflections on achievements will be considered using the following set of lenses: micro (individual); meso (departmental); macro (institutional); and mega (broader [higher] education community).
The document discusses the objectives and benefits of developing an all-in-one virtual learning environment (VLE) using Ning. The key objectives are to create a collaborative learning space that promotes learning throughout the year in a safe and controlled environment. Benefits mentioned include having a single interface to access materials and tools, and allowing teachers to provide enhanced resources. The document also discusses how Ning could facilitate collaborative writing tasks and references several studies on the benefits of collaborative and online learning.
I am NOT the author of this book. The author is Dr. George Siemens and it has a Creative Commons License. You can download it for reference. Thank you.
Position paper burpin' mack nclb policies and early childhood educationLaura Flores
The document discusses the impact of No Child Left Behind (NCLB) policies on early childhood education. It argues that the increased focus on standardized testing has pushed curriculum in kindergarten beyond appropriate developmental levels. This applies unnecessary pressure on young students and has reduced time for play, which is important for learning. The response has been programs like Response to Intervention (RTI) to provide extra support for struggling students, but these may not adequately address the needs of students still developing. A balanced approach is needed between testing, development, and appropriate early education practices to support students' long-term success.
This document discusses how social media and new technologies are changing how students learn and access information. It provides statistics showing students are increasingly going online at earlier ages and using mobile devices and social media. This shift requires schools and libraries to guide students in developing digital literacy and citizenship skills. The document reviews various social media and collaboration tools libraries can implement, such as blogs, wikis and video sites. It emphasizes the importance of libraries developing social media policies and using new tools to help students learn effectively in the digital age.
Moodle as Pedagogical Tool: Engaging Students on Sensitive Issues
2010 ETUG Spring Workshop Presentation by Kate Butler and Donna McGhie-Richmond, University of Victoria
Session Description: http://etug.ca/?page_id=835
Dynamic media & digitial storytelling presentationDigLitTeach
This document discusses digital storytelling and its benefits for student learning. It provides examples of digital storytelling tools and outlines the key steps in the digital storytelling process. These include writing a narrative, developing a script, creating a storyboard, assembling multimedia, editing the digital story, and sharing the finished product. The document emphasizes that digital storytelling promotes the development of lifelong learning and communication skills.
The document discusses the use of social media and peer-to-peer learning. It covers topics like personal learning networks, social learning environments, and how students are using social media sites like Facebook for both social and academic purposes. It also examines challenges around privacy, ethics and the "participation gap" in digital learning environments.
The document discusses the digital divide between developed and developing countries. It notes that developing countries often lack basic infrastructure and money to invest in new technologies. However, greater access to broadband and the internet can help developing nations progress towards goals like education. Some initiatives like One Laptop Per Child are working to provide affordable laptops and solar chargers to help close this divide and bring technology and education to students in developing world classrooms.
Learning and Education in the Networked SocietyEricsson Slides
This document discusses how learning and education are being transformed as society moves towards a networked world. Key points discussed include:
- Students and teachers empowered by technology are disrupting traditional classroom models through practices like lifelong learning, knowledge sharing, and peer-to-peer learning.
- The rise of connected devices, online content, and digital skills are breaking down barriers between formal education and informal learning.
- New skills like critical thinking and understanding multimedia will be important as students have access to unlimited online information.
- Schools, universities, teachers, and governments will need to adapt education models to compete in this new ecosystem and focus on personalized, flexible, and skills-based learning.
This document discusses three articles about using technology to enhance inclusive classrooms and education for students with disabilities. The first article talks about international trends in inclusive education and both the progress and ongoing challenges. The second article discusses how technology like video and computer programs can help teach social skills to students with deficits. The third article describes how assistive technologies like computers, auditory devices, and mobility aids allow students to participate more fully in classrooms and achieve success. Overall, the document examines how various technologies have helped create more inclusive, engaging learning environments for all students.
What is Learning in a Participatory Culture?Erin Reilly
This document discusses the concept of learning in a participatory culture. It describes how today's students are actively creating and sharing media online within social networks. The author discusses the need for educators to engage students in this new participatory culture by teaching social skills like collaboration, communication, and problem solving. The document also introduces the concept of new media literacies, which involve skills like transmedia navigation, collective intelligence, and networking. An example is provided of Zoey's Room, an online community that teaches girls STEM subjects through peer learning and mentoring. The author argues that educators must integrate these new media literacies and skills across curricula to better prepare students for the future.
Library 2.014 Leadership in a Connected AgeJudy O'Connell
Teacher librarians and school libraries play a vital role in their school communities by meeting the change, challenge and productive chaos of the Web front on!
Chapter 1 of "Open Learning Cultures. A Guide to Quality, Evaluation and Asse...Ulf-Daniel Ehlers
THis book aims to provide three things:
- Details the influence of collaborative web-based technology on learning environments and learning behavior
- Provides educators, teachers, lecturers and students with a practical guide to developing customized quality concepts in open learning environments
- Includes guidelines, templates and use cases to facilitate the practical implementation of the methods presentedPresents a concept of quality control and assessments as an integral part of learning processes
This document provides an overview of Sheryl Nussbaum-Beach's keynote presentation on connected learning. Some of the main ideas discussed include: embracing collective intelligence over individual knowledge; defining terms like connected learning; examining how the world, students, and schools have changed with technology; discussing trends like the shift to mobile and social learning; and introducing models for connected professional development like personal learning networks and communities of practice. The presentation emphasizes building relationships and community to support learning and addresses how to shift from teaching to learning focus.
Kelly Whalen started her blog Centsible Life 4 years ago to help people live their dreams on a budget. She has become a well-known mom blogger and respected voice in personal finance. As a mom of 4, she enjoys being able to stay home with her kids while pursuing her passions. The presentation covers bookkeeping basics, when to set up business accounts, legal requirements, banking options, taxes, deductions, estimated taxes, and resources for bloggers. Key points include tracking income/expenses monthly, knowing take-home pay after expenses/taxes, setting aside 30-40% for taxes, and considering deductions for domain fees, hosting, services, and business use of equipment.
Innovación, políticas públicas locales y cohesión social en América LatinaEUROsociAL II
Este documento explora la evolución del concepto de innovación y la pertinencia de la innovación social en América Latina. Tras la Segunda Guerra Mundial, la innovación se asoció principalmente con el desarrollo tecnológico y la creación de espacios de innovación comercial y productiva en países desarrollados. Sin embargo, la innovación entendida solo como un concepto económico no ha podido resolver problemas sociales o desigualdades. Más recientemente, la innovación social ha emergido como un enfoque que busca soluc
1) The opening sequence of the media product uses and challenges conventions by showing the main character's daily routine before receiving a shocking phone call that prompts him to flee.
2) Flashbacks of a previous murder are kept ambiguous, challenging expectations by not fully revealing information to the audience.
3) Color grading and lighting are used to create different atmospheres in scenes and show the main character is conflicted.
This document provides suggestions for teaching Shakespeare in secondary classrooms. It discusses some of the challenges students face like unfamiliar language and plots. It recommends providing modern translations and summaries. It also suggests active learning strategies like role playing scenes, analyzing films, and relating plots to modern contexts. Students are more engaged through creative assignments incorporating their skills in art, music, writing or performance. Introducing sensational elements can generate interest in the plays.
Este documento define los materiales peligrosos y describe los riesgos asociados con su manipulación e inhalación. Explica que los materiales peligrosos son sustancias o artículos que representan un riesgo significativo para la salud, la propiedad o el medio ambiente. Además, detalla las clases de materiales peligrosos según la ONU y los métodos para identificarlos, incluidas las placas, etiquetas y documentos de transporte.
This document is a 10 question quiz about New Year's traditions and resolutions, with the answers provided on the back. It concludes by discussing making resolutions to improve oneself through faith in Jesus Christ as a new beginning and turning away from sin. The quiz mentions that over 1/3 of people will break their New Year's resolutions by January 31st.
El documento presenta la información para el nuevo curso escolar. Se introducen el equipo directivo y los profesores, se distribuye el horario, se explican las asignaturas obligatorias y optativas, los criterios de evaluación y promoción, el calendario escolar y las normas de convivencia. Se pide a los padres su colaboración en el seguimiento académico de los estudiantes.
Este documento ofrece 10 pasos irónicos para lograr un infarto debido al estrés laboral excesivo, como trabajar los fines de semana sin descanso, llevar el trabajo a casa, aceptar todas las responsabilidades sin delegar, y competir constantemente sin tomar vacaciones. El mensaje principal es que vivir obsesionado con el trabajo y la competencia conduce a un estilo de vida insano y prematuramente mortal.
William Blake fue un poeta, pintor, grabador y místico inglés del periodo romántico que nació en Londres en 1757. Se formó como aprendiz de grabado y estudió en la Royal Academy, donde comenzó a escribir poemas como Canto del reír, el hada, el tigre. Se casó con Catherine Boucher, a quien dedicó varios poemas y grabados. Falleció en Londres en 1827 a la edad de 69 años.
This article discusses the mixed views of educators and students on using social media in higher education. While some professors see social media as an important tool to connect with students, others are more skeptical and believe face-to-face interaction cannot be replaced. Students also have differing opinions, with some feeling overwhelmed by multiple platforms while others do not see social media as necessary for learning. The university has embraced some social media but plans to evaluate new technologies before fully engaging with them.
The document discusses the importance of collaboration between teachers and media specialists to teach students information literacy skills. It provides examples of teachers at Jackson County High School who see opportunities for media specialists to support reading comprehension, research skills, and connecting students to literature. However, teachers are often unaware of what media specialists can offer. To improve collaboration, media specialists must advocate for the media center's resources and make teachers aware of the many ways they can help with teaching. When teachers and media specialists work together, students benefit through meaningful learning experiences.
The document discusses the importance of multiliteracy education in modern society. It provides annotations summarizing several sources that advocate for teaching students multiple literacy skills to prepare them for an increasingly digital world. These include the ability to understand, critique, and create with various media and technologies. The sources argue this approach helps shape students into well-rounded citizens who can participate fully in public life and the workforce. A synthesis concludes that multiliteracy education helps design fulfilled futures for students by giving them diverse literacy knowledge and insights into real-world scenarios through hands-on learning experiences.
The document discusses the importance of multiliteracies in education. It provides annotations summarizing several sources that advocate for teaching students multiple literacy skills to succeed in today's digital world. These include the ability to understand, critique, and create using a variety of multimedia texts. The sources argue this prepares students for real-life problem solving and participation in society. Effective teaching approaches like the four resources model can help incorporate multiliteracies into lesson planning and learning environments.
This annotated bibliography summarizes 10 research articles on collaboration between media specialists and secondary teachers to implement technology and information literacy in schools. The articles discuss the benefits of collaboration, provide models and strategies for effective collaboration, and emphasize the media specialist's role in teaching information literacy skills. Several articles highlight increased student achievement outcomes from collaboration between teachers and media specialists.
Read the article Adult Education and the Social Media Revolution,.docxmakdul
Read the article “Adult Education and the Social Media Revolution,” available in the eReserves section of the classroom. Pay particular attention to the references these authors make to the works of others. Every citation within this article is essentially a head nod to other authors who have written about the same or similar topics. Were they all in the same room, you could imagine the authors of this article pointing to or calling out those other authors while speaking. This is what we mean when we refer to research and writing as one big conversation, with all of the participants listening and responding to one another.
In a discussion post, point to an example from this article and explain how the authors do one of the following:
· refer to another work in order to give legitimacy to their own point;
· refer to another work in order to build upon the ideas of others; or
· refer to another work in order to challenge that work.
If you select "refer to another work in order to give legitimacy to their own point," first describe what the authors' point is, then describe how the cited article supports that point.
If you select "refer to another work in order to build upon the ideas of others," first describe what the ideas are, then describe how the authors build upon those ideas.
If you select "refer to another work in order to challenge that work", first describe what is being challenged, then describe how the authors are challenging the cited work.
By Marvin LeNoue, Tom Hall,
Myron A. Eighmy
Marvin LeNoue is an ABD doctoral
candidate in Occupational and Adult
Education at North Dakota State
University, Fargo, ND. He is currently
serving as an instructor at the University
of Oregon American English Institute,
Eugene, OR. His research interests
include technology-enhanced education
delivery and the use of educational
social software.
(Email: [email protected])
Tom Hall has an Ed. D. in Adult and
Higher Education from the University
of South Dakota. He is currently
serving as an Assistant Professor in the
Educational Leadership Program at
North Dakota State University, Fargo,
ND. His research interests include
adult education in the 21st Century, the
impact of different generational cohorts
in today's workplace, and community
education in rural America.
(Email: thomas.e. [email protected] edu)
Myron A. Eighmy is a professor and
program coordinator for the Education
Doctoral Program at North Dakota State
University. Research interests include
alternative delivery modes, learning
communities, and graduate student
self-efficacy.
(Email: [email protected])
Adult Education and the
Social Media Revolution
The advent of Web 2.0 and the spread of social software tools havecreated new and exciting opportunities for designers of digitally-medi-
ated education programs for adults. Whether working in fully online, blended,
or face-to-face learning contexts, instructors may now access technologies that
allow students and faculty to engage in coope ...
Social networking sites provide opportunities for learners and educators to communicate in new ways. They can help extend learning beyond the classroom by allowing students to follow individual interests and connect with different perspectives. Research shows that social networking can enhance learning by facilitating discussion of schoolwork among peers. While some schools ban social media due to privacy and other concerns, embracing these tools with internet safety education can provide learning benefits. Educators and parents must guide students on appropriate use of social media as they develop identity and social skills.
This document discusses using social networking sites like Facebook for educational purposes in higher education. It notes that most students use social networking and 60% discuss schoolwork online. The document then provides examples of how professors at the University of Florida use Facebook for announcements and discussions. Potential benefits include increased student engagement and confidence in virtual discussions compared to traditional classes. Facebook chat can also serve as virtual office hours to develop student-teacher relationships. However, clear norms and boundaries must be set to address privacy and ethical issues when using personal social media for educational purposes.
Impact of lecture method on students learning in islamic study at secondary l...Zaffar Ali
This document provides an overview of a research synopsis on the impact of lecture methods on student learning in Islamic studies at the secondary level in Faiz Ganj, Pakistan. The 3-sentence summary is:
The study aims to analyze the current practices of using lecture methods and school environments to strengthen student learning in secondary schools in Faiz Ganj. It will examine perceptions of teachers, head teachers, and students on the purpose and processes of school environments and the challenges of implementing lecture methods. The justification for the research is the need to improve education quality and equip students with 21st century skills through effective use of lecture methods and technological school environments.
This document discusses three articles about using technology to enhance inclusive classrooms and education for students with disabilities. The first article talks about international trends in inclusive education and both the progress and ongoing challenges. The second article discusses how technology like video and computer programs can help teach social skills to students with deficits. The third article describes how assistive technologies like computers, auditory devices, and mobility aids allow students to participate more fully in classrooms and achieve success. Overall, the document examines how various technologies have helped create more inclusive, engaging learning environments for all students.
This document discusses the educational value and risks of using social networking sites in schools. While social networking allows students to connect globally and learn digital skills, they also face online risks like impersonation and privacy issues. The document advocates that schools should educate students on both the benefits of social media and safe online practices through blogging, wikis and monitoring sites like Facebook, rather than banning them. Effective education requires partnership between students, teachers and parents.
- Multiliteracies refers to making meaning in a globalized, multimodal learning environment, encompassing increased communication channels and cultural diversity. It moves beyond traditional literacy to include visual, audio, and spatial modes of meaning-making.
- Successful application of assistive technology (AT) faces difficulties including selecting an appropriate technology that matches both instructional needs and individual student needs, infrequent use due to lack of training for teachers and students, and potential negative attitudes from both teachers and students regarding AT.
This document discusses critical media literacy and its importance in education. It analyzes a short film about a Mexican immigrant student named Moises who struggles in his math class due to a language barrier. Critical media literacy could help students like Moises interpret texts and better understand course material. The concept provides frameworks to critically analyze power structures and representations in media. It is an important tool that can help immigrant students navigate cultural and linguistic challenges when pursuing education.
Tweeting the night away: Using Twitter to enhance social presencePatrick Lowenthal
This document discusses using Twitter to enhance social presence in online courses. It begins by explaining the importance of social presence and interaction for online learning. While learning management systems provide some social tools, they cannot facilitate the informal, just-in-time interactions that occur outside the classroom. The authors describe how they used Twitter in their online courses to allow students to interact and ask questions in real-time. This helped enhance social presence by providing a space for informal discussions and connections between students and instructors. The authors also note some additional instructional benefits of using Twitter, such as addressing student issues promptly and practicing concise writing.
The document discusses the pros and cons of using social media in education. Key arguments against include exposing students to cyberbullying, predators, and privacy issues. Some students may also be distracted by social media and spend less time studying. However, advocates argue that social media prepares students for today's technology-focused world and can engage students more in learning through online collaboration. The document recommends educators take a balanced approach, using social media cautiously, such as a history teacher who had shy students participate more through Twitter discussions.
The%20 use%20of%20social%20networking%20in%20education%20challenges%20and%20o...Shivang A. Kalambekar
This document discusses the use of social networking in education and identifies some associated challenges and opportunities. It begins by defining social networking and its growing popularity and influence. The author then examines how social networking can be used as an educational tool, noting it can help generate revolution in the field of education if properly controlled. Both opportunities and challenges of using social networking for education are identified, including privacy issues, the potential to distract from studies by taking up too much time, and risks of miscommunication. Case studies are referenced that explore using platforms like Facebook to enhance learning and foster engaging learning environments.
EDX3270 Literacies Education E Portfoliomisstanika
This document contains summaries of 10 readings related to literacies education and the impact of technology on literacy. Several key themes discussed across the readings include: the effects of technology like computers and texting on traditional literacy and language; the importance of effective literacy teaching pedagogies that incorporate multimedia literacy skills; and recognizing student differences and socio-cultural contexts in literacy education. The readings also highlight opportunities and challenges of multiliteracies for citizenship in an increasingly globalized world.
Students' use of social media for academic studies - The connecting bridge be...Sue Beckingham
This document discusses how students use social media to support academic group work. It notes that while group work provides benefits, it can also be challenging to coordinate in person meetings for diverse students with different responsibilities. The research shares student perspectives on how social media and technology helped support group cohesion, trust, and productivity by providing an online space for communication, collaboration, and coordination between in person meetings. Insights from final year students and recent graduates illustrate how technology helped them develop effective group work skills and how they now apply those skills in the workplace.
Similar to Lewis M 21st Century Literacy Paper (20)
Open house was held at Westmont school to welcome back students for the new school year. Students and their families were able to tour the school and visit classrooms to see what the year will entail. The school is looking forward to having a great year with all the students.
The document provides guidance for creating an advertisement on a McDonald's bag for the book "The Lion, the Witch, and the Wardrobe". It asks the reader to include 3-4 different scenes or images from the book, as well as characters, and to create an engaging tag line to persuade people about the book. The goal is to design the bag advertisement to promote the book to the intended audience.
The document provides guidance for creating an advertisement on a McDonald's bag for the book "The Lion, the Witch, and the Wardrobe". It specifies that the goal is to design the bag to engage and persuade potential readers of the book. Key elements that should be included on the bag design are 3-4 different scenes, images, and characters from the story. A tagline is also needed to help promote the book.
This professional development session taught 1st grade teachers how to use wikis effectively in the classroom. The session focused on introducing wikis and their functionality, demonstrating how to set up accounts and pages on PBworks, and allowing teachers to practice creating their own wiki to organize educational websites by subject area. Formative feedback was gathered through observation and teachers completed self-assessments and evaluations. Overall the teachers found wikis to be an interesting tool for organizing resources and thought students could also use class wikis to easily access regularly used websites. Suggestions for improvement included providing printed instructions in addition to the digital format.
This professional development session taught 1st grade teachers how to use wikis. The session was 1 hour long and taught teachers what a wiki is, how to create PBworks accounts and wikis, and add pages, links, and photos. Teachers practiced setting up their own wikis to organize educational websites by subject for use in their classrooms. Formative assessments included observing teachers as they worked and a self-assessment survey. Most teachers found wikis an interesting tool and liked the idea of using one to organize classroom resources and student links by subject. Suggestions to improve included providing printed instructions in addition to the digital format.
Melissa Lewis is seeking a position as a Library Media Specialist and has over 5 years of relevant experience in education. She has a Bachelor's degree in Elementary Education and a Master's in Instructional Technology from Georgia Southern University. Her experience includes work as a practicum student in various school libraries, a second grade teacher, and a fourth grade teacher.
The media center circulated 5,048 items in March with 15 being lost or damaged, costing $106.80. An author visit was successful and over 50 books were sold. The history and geography section was updated by removing 30 outdated texts and a $600 order was placed to replenish selections. The librarian fulfilled various teacher requests and assisted with math website trials and distributing an online reference resource. Future plans include collaborating on classroom units, training teachers on wikis, and rearranging the non-fiction section.
Melissa Lewis is seeking a position as a Library Media Specialist and has relevant experience working in elementary and secondary school libraries during her practicum. She has a Bachelor's degree in Elementary Education and a Master's in Instructional Technology from Georgia Southern University. Her resume outlines her experience as a second and fourth grade teacher, as well as her technology skills.
Melissa Lewis is seeking a position as a Library Media Specialist and has relevant experience working in elementary and secondary school libraries. She has a Bachelor's degree in Elementary Education and a Master's in Instructional Technology from Georgia Southern University. Her experience includes work as a second grade teacher and fourth grade teacher, as well as practicums in elementary and high school libraries where she planned units, attended conferences, and performed various library duties.
The media center at Westmont Elementary School currently has limited evening hours and programming. To address this, the media center has created an action plan to schedule three evening activities sponsored by the media center during the 2010-2011 school year. These activities aim to improve student instruction by targeting family involvement and incorporating students and their families through reading promotional events. The media center team will plan and advertise the additional events in various formats with the goal of providing greater instructional opportunities for students.
The document is an instructional video about a Character Cafe that introduces children to characters from books. It contains tips for filming techniques like establishing shots, close-ups, medium shots, and zooming. The video shows scenes of children at a cafe discussing book characters they relate to and how characters are like making new friends. It encourages children to imagine how they can "be a character" by dressing like characters from stories.
Library media program evaluation rubricMelissa Lewis
The media specialists at the school recently completed an evaluation rubric of the library media program. They found the program meets or exceeds standards in most categories such as staffing, but could improve in collaboration. Specifically, collaboration between the media specialist and classroom teachers in integrating information literacy skills into lessons is limited. To address this, the media specialists developed strategies like having the media specialist attend monthly grade level meetings to directly collaborate with teachers on lessons. They also aim to expand access to the media center by having additional hours outside the regular school day.
This summary provides information about a request from Westmont Elementary School for $2,000 to fund an ESL Readers program. The program aims to promote reading in ESL students by purchasing instructional materials and books to help educate students ages 5-11 who are unable to speak and read fluently in English. The funding would be used to purchase resources like books and technologies to help the 550 ESL students at the school learn to read. Progress and outcomes of the program will be measured through assessments.
This summary provides information about a request from Westmont Elementary School for $2,000 to fund an ESL Readers program. The program aims to promote reading in ESL students by purchasing instructional materials and books to help educate students ages 5-11 who are unable to speak and read fluently in English. The funding would be used to purchase resources like books and technologies to help the 550 ESL students at the school learn to read. Progress and outcomes of the program will be measured through student assessments.
This document contains an information literacy lesson plan created by Melissa Lewis for a 4th grade class. The three-day lesson teaches students about cause and effect relationships. Students learn definitions, identify causes and effects, and create a flip book with examples. Assessment includes a t-chart, flip book, and quiz to evaluate student understanding of locating and explaining causes and effects. The teacher found identifying reversed relationships and key words most challenging for students.
This document provides a review and evaluation of the media center collection at Westmont Elementary School related to teaching the fourth grade social studies standards on the American Revolution. The evaluator found that most materials were quite outdated, with an average copyright year of 1992. Few materials covered some topics like life in the colonies. Circulation of materials related to the standards was also quite low. The evaluator plans to order new, more recent materials to fill gaps, replace outdated items, and better cover all topics in the standards.
The document analyzes and compares policies from a Board of Education (BOE), BOE procedures, media center procedures, and examples from other districts. It finds that the BOE policies lack detail, while the media center handbook and procedures contain more informative guidelines. It suggests adopting the detailed media handbook guidelines as BOE policies to better define roles, responsibilities, selection processes, circulation procedures, and scheduling expectations. Adopting these existing guidelines could strengthen the policies governing the media center.
The document reviews several media center policies regarding scheduling and collaborative planning, circulation, media specialist roles and responsibilities, and selection. It finds that while the policies briefly mention these topics, the county media center handbook provides much more detailed guidelines and examples. It suggests transferring the specific information from the handbook into board-adopted policies to better define the procedures.
The media center had 5,048 circulations and 15 lost/damaged items costing $106.80 in March. An author visit was successful and the 900s section was weeded, removing 30 texts. A $600 order was placed to replenish the 900s section. The librarian fulfilled teacher requests, assisted with math website trials, distributed a reference wiki, and remodeled the website. Future plans include collaborating on units, implementing wiki professional development, and rearranging the non-fiction section.
The media center had 5,048 circulations and 15 lost/damaged items costing $106.80 in March. An author visit was successful and the 900s section was weeded, removing 30 texts. A $600 order was placed to replenish the 900s section. The librarian fulfilled teacher requests, assisted with math website trials, distributed a reference wiki, and remodeled the website. Future plans include collaborating on units, implementing wiki professional development, and rearranging the non-fiction section.
1. Melissa Lewis 10/3/2009
Running Head: TEACHING THE SKILLS FOR A SUCCESSFUL FUTURE
Teaching the Skills for a Successful Future
Melissa Lewis
Georgia Southern University
FRIT 7136-YO2
2. Melissa Lewis 10/3/2009
Abstract
The focus of this paper is the need for students today to know and display 21st century
skills. The media specialist plays a major role in this movement, but research has shown
that collaboration with classroom teachers is key as well. The need for true collaboration
and the act of all educators working toward teaching these skills is highlighted through
the course of the paper. Also, the role of technology is noted. Literature is exhibited that
illustrates the importance of integrating the latest technology and communication tools
into the classroom. These skills must be integrated into a schools curriculum in order to
prepare students for a successful future in the 21st century.
3. Melissa Lewis 10/3/2009
The environment that we live in is ever changing. Our world is becoming
bombarded with an overload of information, as well as a variety of new technologies. As
our students graduate and go out into the world to become active members they will be
required to be proficient in our information, technology driven society. In order to allow
every student to be successful, the role of the media center must reflect these changes.
To accomplish this, the media center has gone through its own makeover. It is no longer
simply the place within a school solely filled with books. Instead it is becoming
expanded into a multi-faceted space where students can go to learn the skills needed to be
successful in the 21st century. Don’t panic! Books are still an essential part of the
library. Except now those books are being intertwined with an assortment of technology
to allow students to become effective users of ideas and information (Personal
Communication, Roupe, J., September 25, 2009). This is the recipe for successfully
preparing our students for the future.
Our society is progressively moving towards a type of economy that is motivated
and run on knowledge. However, the workers themselves are not able to keep up with
this movement, and are unable to locate information and effectively evaluate it
(McAskill, 2008). This fact causes many groups, including and maybe most importantly
educators, to step back and reassess our current practices, because “the current and future
health of America’s 21st Century Economy depends directly on how broadly and deeply
Americans reach a new level of literacy (Twenty First Century Skills, n.d., p. 1 )”.
One answer in this preparation process is the movement towards incorporating
21st century skills in school curriculum nation wide. These are the skills that have been
identified as necessary for one to succeed in the 21st century including strong academic
4. Melissa Lewis 10/3/2009
skills, thinking, reasoning, teamwork skills, and proficiency in using technology
(Twenty-First Century Skills, n.d.). To do this, in 2009 the American Association of
School Libraries developed standards that weave these specific skills into school
curriculum. Imbedded within these standards also lie the evidence of information literacy
or the “set of abilities requiring individuals to recognize when information is needed and
have the ability to locate, evaluate, and use effectively the needed information (McAskill,
2008, p. 1)”.
The need has been identified. The goal has been set. Standards have even been
hammered out, but we are far from finished. Now it’s time to make the necessary
changes. Inside the school the headquarters for the 21st century skills is the library. Once
upon a time, it was most common for the media center to be a quiet place where the only
action it saw was reading and checking out books. Upon this new surge, that is all
changing, as it must. Amanda Thrower, a middle school media specialist in Atlanta,
G.A., hit on the new, more active role of the media center when she explained that the
media center must now be “…the hub of the building for resources, classes, meetings,
research, and computer use. You name it, we're involved (Personal Communication,
September 25, 2009)”.
One new role of the media center is the residence of the technology. Today’s
society has become inundated with technology, therefore it is imperative that all
individuals know how to use these wired tools efficiently (Twenty First Century Skills,
n.d.). That is why the media center or simply schools in general have also undergone a
change in scenery. Instead of only being filled with rows of bookshelves, technology is
now a common and necessary component that resides in this space. Within the four walls
5. Melissa Lewis 10/3/2009
of the library you will most likely see computers, laptops, cameras, LCD projectors,
scanners, and various other types of technology, explained Jane Roupe who is an
elementary school media specialist (personal communication, September 25, 2009). The
reason for the immense amount of technology is due to the fact that a large portion of
information today comes via these tools. We must have these technologies available so
that our students can not only be familiar with them, but most importantly learn how to
effectively gather information from them. Chances are they will be called to do so in
whatever profession they may choose. Joyce Moeller reflects on this fact by explaining
that when she started teaching over 20 years ago everything was done by paper and
pencil (personal communication, September 18, 2009). However, now she is called each
day to gather information from the internet whether it is the standards she is responsible
for teaching or creating personal lesson plans.
There have been countless technologies created that have risen to fast popularity
in the past couple of years including blogs, Facebook, ipods and Twitter. I don’t think
I’ve gone one day for an entire year without hearing about or using one of these
technologies to gather information. For this reason, many individuals at the center of the
21st century skills movement are encouraging media specialists, and all educators for that
matter, to use these technologies as teaching tools. In his article Loertscher (2008) says
that we should integrate the new, innovative technologies that inhabit the students’ lives
into our lessons and activities. The idea is that this is the new way that our students are
communicating and gaining information, therefore we should embrace them and use them
to our advantage in education. On her blog, Amy Bowllan (2009) voices her opinion on
this issue by saying that Facebook could be a tool that truly benefits both teachers and
6. Melissa Lewis 10/3/2009
students. She goes onto explain that it could be used as a tool where students could
interact, as well as learn with and from other young people about a variety of issues and
topics. Other educators agree. Melissa Graham is a first grade teacher who thinks that
both blogs and I-pods can be effectively used in the academic setting (Personal
communication, September 20, 2009). She explains that blogs are great tools to teach
writing, as well as a way to communicate with students and parents alike.
Not only has the library changed and the use of technology increased during this
surge toward information literacy, but the role of librarian has and is continuing to
transform as well. The librarian is no longer a complacent figure behind the book check-
out desk reminding students “quiet in the library” as they walk around. Instead, the
librarian is a key individual in this fight to teach our students to become information
literate, and are now called to be visible members of the school staff that reach out to
every single student in the building. One vital component to the “new” role of the media
specialist is collaboration. They must work with the teachers in the building to ensure
that the implementation of 21st century skills and standards are fully integrated into
school curriculum (McAskill, 2008). Amanda Thrower truly embraces the collaborative
partner role. In regards to collaboration with teachers she said, “this is my primary role.
I attend their weekly meetings (each subject area meets on an assigned day of the week),
and support instruction either through providing resources, co-teaching lessons, helping
them write assessments, or collaboratively planning lessons (personal communication,
September 25, 2009).” This is a clear example of true collaboration.
Unfortunately, I have found through doing my interviews and my own
experiences as a teacher, that true collaboration with a media specialist is hard to find.
7. Melissa Lewis 10/3/2009
Many people either don’t truly understand the concept of collaboration or they don’t
think it is necessarily a part of the media specialist’s job. One of my interviews
exemplified the lack of collaboration that exists within a lot of schools. Melissa Graham
has been teaching for over five years and said that she has never truly collaborated with
any of the media specialists she has worked with in three different schools (personal
communication, September 19, 2009). The other problem is that teachers think they are
collaborating, but don’t truly understand the concept. Teresa Nestor is a second grade
teacher and her understanding of collaboration is the act of signing up for a slot so her
students can visit the library each week, along with listing the academic purpose
(personal communication, September 18, 2009). I do not want to take away from this
because it is a beneficial thing, but it is not the true meaning of what should be happening
between a media specialist and a majority of the teachers in the building. In order to truly
collaborate, the media specialist and teacher must work simultaneously on the content,
lessons plans, and even assessments of a unit of instruction.
The task of preparing students for the information age is not only the job of the
media specialist. All individuals under the umbrella of education must be aware of what
21st century skills and information literacy are, especially teachers and school
administrators. Although the implementation of these skills is ongoing, many teachers
aren’t aware of these specific terms, or even that standards exist to promote them. When
asked to define the term 21st century skills, Teresa Nestor hesitantly answered, “I have
never heard that term specifically, but my educated guess would be something to do with
technology (personal communication, September 18, 2009)”. Although this is partially
correct, it illustrates the fact that teachers aren’t overly familiar with this movement.
8. Melissa Lewis 10/3/2009
In the end, in order to succeed we must make sure that all educators are aware of
the 21st century skills. Media specialists, teachers, and administrators must understand
the need to teach this variety of skills, and make the effort to steadily weave them into the
curriculum. Each media center and classroom must be dedicated to implementing
activities that teach information literacy using a variety of innovative tools. In a sense it
takes a village to make sure our students are effectively prepared for this ever changing
world presently run by information.
9. Melissa Lewis 10/3/2009
References
Bowllan, A. (2009, June 30). Facebook in schools. Message posted to
http://www.schoollibraryjournal.com/blog/620000062/post/1410045741.html
Loertscher, D. (2008, November 7). School libraries need a revolution, not evolution.
School Library journal. Retrieved on September 28, 2009 from
http://www.schoollibraryjournal.com/article/CA6610496.html
McAskill, W. (2008, October 7). Information literacy: The leadership role of the
academic librarian. College Quarterly 11(1). Retrieved on September 13, 2009
from GALILEO.
Twenty-first century skills (n.d.). 21st Century Workforce Commission National Alliance
of Business. Retrieved on September 12, 2009 from GALILEO.