The document discusses the author's evolving views on literacy for the Information Age. Initially, the author had a limited view and was somewhat resistant to technology in the classroom. The author ran a traditional English classroom with limited Internet and media usage. However, after returning to graduate school, the author's views changed. Through courses that incorporated more technology, the author realized the importance of information, media, and digital literacies for student engagement and success. The author provides three lesson ideas for a 9th grade English class that incorporate more technology and online research skills. The lessons involve using the Internet to research ALS for a book, creating videos reflecting on themes from the book, and creating digital posters on Greek mythology with online research of allusions
Defining Purposes for Using Web 2.0 ToolsRichard Beach
This presentation to the 2009 Minnesota Council of Teachers of English argues that learning Web 2.0 tools requires an understanding of the purposes for using these tools.
Defining Purposes for Using Web 2.0 ToolsRichard Beach
This presentation to the 2009 Minnesota Council of Teachers of English argues that learning Web 2.0 tools requires an understanding of the purposes for using these tools.
Keynote presentation for University of Strathclyde's 4th Annual Learning and Teaching Event in an International Technological University: Social Media in Learning and Teaching, 19th June, 2018
Reading Online Persuasive Texts to Write Online Persuasive Texts: Secondary and College Students’ Reading Practices in Online Role-play Activities
Richard Beach, University of Minnesota
Paper presented at the National Reading Conference, 2009
Keynote presentation for University of Strathclyde's 4th Annual Learning and Teaching Event in an International Technological University: Social Media in Learning and Teaching, 19th June, 2018
Reading Online Persuasive Texts to Write Online Persuasive Texts: Secondary and College Students’ Reading Practices in Online Role-play Activities
Richard Beach, University of Minnesota
Paper presented at the National Reading Conference, 2009
Information Literacy in the Age of YouTubeM.J. D'Elia
I delivered this presentation at the APLA 2009 conference in Halifax. Here's the description from the program:
Library notions of information literacy are almost always tied to written information, but an increasing amount of information that is created and consumed is in visual formats (photographs, illustration, video, animation, multimedia, etc.). As we help people negotiate the new media of the Information Age, what should our role as librarians be? Some industries regularly manipulate images to create an ideal reality (e.g. advertising), while others claim that images represent the truth (e.g. journalism). Are we as adept as w think at distinguishing truth from fiction?
Warning: some of the fonts didn't translate perfectly.
The slides might not make sense on their own, so here's my script (that I loosely followed): http://www.slideshare.net/mjdelia/information-literacy-in-the-age-of-youtube-script
Here's a handout of further resources: http://www.slideshare.net/mjdelia/information-literacy-in-the-age-of-youtube-further-reading
Media Life is a course intended for undergraduate students across campus. Its goal is to make people aware of the role that media play in their everyday life. The key to understanding a "media life" is to see our lives not as lived WITH media (which would lead to a focus on media effects and media-centric theories of society), but rather IN media (where the distinction between what we do with and without media dissolves).
The Wave of the Future: Understanding Marshall McLuhanPaul Schumann
This is a summary of Marshall McLuhan's work applied to understanding the past, present and future. It covers - the medium is the message, the medium as content, hot and cool media, our change from a pre-literate to literate to post literate society, characteristics of the post literate society, and the four laws of media. It will close with a discussion of the wave of the future.
The benefits of understanding this approach are that you:
• Will understand why our present environment is the way that it is
• Gain a greater understanding of the interrelationships of past, present and future.
• Will understand the influence of media on our perception, thinking and actions
• Will gain insight on the long term future.
Paul Schumann is a practicing futurist with expertise in creativity and innovation. He has lived long enough to see forecasts fail and succeed, including some of his own. He had a thirty year career with IBM in three very different arenas - as a technologist and technology manager in semiconductor technology, as an internal entrepreneur creating the first independent business unit within IBM, and as a cultural change agent developing a more creative and innovative culture. Since retiring from IBM he has 19 years of experience in consulting as a business futurist with programs in creativity and innovation. He is the founding president of the Central Texas Chapter of the World Future Society (http://centexwfs.ning.com). And he is the founder of the Insights – Intelligence - Innovation Collaborative (http://incollaboration.ning.com) . He is on the advisory boards of the Marketing Research Association and the Austin Center for Nonprofit and community Based Organizations. More information about Paul can be found on his web site (http://www.glocalvantage.com).
The practical benefits to why everyone should care about digital literacy (i.e. learning to use computers, tablets, mobile devices, Internet and other technology). See the animated version on YouTube (http://youtu.be/FoKuvjh7UIc).
I made this slideshow for a class presentation applying Marshall McLuhan's theory to the modern medium of the internet. The points made in these slides contributed greatly to my final project, Tweory (see my links).
Shared Learning from Ed Leadership ReadingsKim Crawford
On June 3rd, 2010, Avon Maitland teachers read articles from Educational Leadership while participating in a reciprocal teaching activity. They later shared what they had learned from the content of the articles by creating slides in google presentations. Here is the result of their work.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. Literacy in the Information Age
by Jenn Fristick, IDT 7064, Summer 2011
2. Previous Perceptions
My previous perceptions of literacies for the Information Age
were fairly limited in scope. Until fairly recently, I tended to be
somewhat resistant to technology. It was not that I didn’t
access technology or incorporate it into my teaching as a
planning tool, but it pretty much ended with that. I never
thought much about information literacy or media literacy, nor
am I even sure I had heard the terms. I think I assumed that
most students and adults could “figure it out” when accessing
information via the Internet or any form of media. While I do not
think this was the correct point of view, I more or less thought
that by using common sense, students would be able to
differentiate between reality and falsehoods, or extreme
exaggeration, presented by the media and on the Internet.
When I taught previously, I ran a very structured, traditional,
ninth-grade English classroom. The media and Internet usage
in my classes was limited to watching a few films throughout the
year to accompany literature being covered in the curriculum
and allowing online research in the library for student papers. I
used the Internet to research for my own purposes and for
assistance in lesson planning, but that was the extent of it.
3. Current Perceptions
In January, eleven years after obtaining my BA, I returned to school
as a graduate student. I could not believe how much things had
changed. I was completely baffled by eCourseware, online classes,
dropboxes, etc. I am, however, amazed at how quickly I have
learned to use many of the technological tools available to us via the
Internet. Both this course and an online writing course I took in the
spring have opened my eyes to so many possibilities for
incorporating technology into the classroom. I get excited when I
think of ways to resurrect old lessons I taught in a new, improved
version, utilizing the Internet and creating a more relevant, engaging
experience for my students. I am realizing more and more that the
best way to engage and motivate students to want to learn is to gear
their educational experience toward what is relevant to them, and in
this Information Age, the media, the Internet, and other technologies
surround us. Being literate in these mediums is critical for me to be
a successful educator and is necessary for students to become
successful in school, in the workplace, and as productive,
contributing citizens in society.
I would like to continue broadening my horizons in relation to
information literacy and become a more capable user of the
available technologies and tools that exist so that I can be a better
teacher for my students. When I return to the classroom, I will have
been out of the schools for six years. In that time, technology, the
Internet, and the tools available for our use have advanced so
much, and to think I could walk into a classroom and keep students
engaged without modifying my teaching methods simply does not
make sense. I want my students to be interested in the content I
teach; I want to make learning relevant to their lives; I want to help
equip them to be information and media literate. On the flip side, I
know that there will continue to be much that my students will be
able to teach me, and I am excited about the growth we all can
experience together.
4. Lesson Idea #1
Grade level: 9th Grade English
Content area: Literature, Tuesdays with Morrie by Mitch
Albom; conducting Internet research effectively
Student product: Student will research ALS and collect
information, presenting it using an online graphic organizer.
Brief overview of the lesson: Students will will research ALS
(Lou Gerhig’s disease) online, working in pairs or groups of
three. They will collect information, including sources and links
to those sources, using an online graphic organizer. Students
will post links to their work on a Wiki, which I will have already
set up for class use. As a class, we will review everyone’s
research, looking not only at the information collected, but also
at the sources utilized. We will review the sources and examine
validity and accuracy of the information gathered. We will
discuss how to best utilize search engines, how to sort through
the mass of information available, and how to determine what
sources offer reliable information. Not only will this activity help
prepare the students to read the book and understand the
disease that affected Morrie Schwartz, but it will also function as
a lesson in conducting effective online research.
5. Lesson Idea #2
Grade level: 9th Grade English
Content area: Literature, Tuesdays with Morrie by Mitch
Albom; themes (meaning of life, living and dying)
Student product: Student will create a short film for YouTube
or TeacherTube.
Brief overview of the lesson: Prior to reading Tuesdays with
Morrie, the class will watch Ted Koppel's 2005 interview of
Morrie Schwartz at http://abcnews.go.com/Nightline/video/
interview-tuesdays-morrie-part-9084429. Students will write
brief (1 page typed, double-spaced) papers discussing what
they expect from the book based on watching the interview.
Each of the fourteen chapters in the book discuss a theme or
idea, such as regrets, family, death and dying. After we have
read and discussed the book, we will watch the Ted Koppel
interview again. Students will reflect upon their expectation
papers, the videos, the book, and class discussions. Students
will then chose a chapter/theme that resonates with them and
write reflection papers (1-2 pages, double-spaced). They will
then partner with classmates to create a video summarizing
their reflections and post it to YouTube or TeacherTube. They
can present the information however they see fit. A few options
would be a straightforward presentation, an interview, or a
narrated set of slides or artwork. All videos will be presented to
the class, and the videos and accompanying written reflections
will be published on the class Wiki.
6. Lesson Idea #3
Grade level: 9th Grade English
Content area: Literature, Greek mythology; allusions in
literature; conducting Internet research, creating digital posters
Student product: Student will create a digital poster using
Glogster.
Brief overview of the lesson: Students will select a Greek
god or goddess that we have read about and/or discussed in
class. I will introduce the concept of allusions in literature, and
we will discuss some examples in class. Students will then
conduct online research to find allusions to Greek mythology.
The allusions can be from any source, as long as it is found
online. Possibilities are advertisements, company names,
current or recent literature, online newspapers or magazines, to
name just a few. Once students have collected a minimum of
three appropriate allusions, they will create a digital poster
using Glogster. The posters should include the name of the
god/goddess, characteristics about him/her, and the allusions
along with narrations of why the allusions are appropriate.
Students may use logos (as many advertising allusions will be
found in logos), but all allusions should include references to
the Internet source.
7. References:
ABC News (Producer). (1995, March 17). Interview: Tuesdays with Morrie,
Part I [Video webcast] [Television series episode]. In Nightline. Retrieved
from http://abcnews.go.com/Nightline/video/interview-tuesdays-morrie-
part-9084429
Albom, M. (1997). Tuesdays with Morrie: an old man, a young man, and
lifeʼs greatest lessons. New York: Doubleday.
