SlideShare a Scribd company logo
Dr Ross J Todd
Di rect or, Cent er f or Int ernat i onal Schol arshi p i n
School Li brari es
Rut gers, The St at e Uni versi t y of New Jersey
ci ssl . sci l s. rut gers. edu
rt odd@rut gers. edu
www. t wi t t er. com/RossJTodd
SCHOOL LIBRARIES AND NEWLEARNING
The key Chal l enge:
Poweri ng Up Mi nds and Poweri ng Up
Machi nes
Sessi on Goal s
Key Chal l enge
How can your school l i brary / l earni ng
cent re support st udent s t o devel op t hei r
ski l l s and abi l i t i es i n searchi ng,
devel opi ng and di ssemi nat i ng i nf ormat i on and
knowl edge so t hat t hey become act i ve
producers of knowl edge and not j ust
consumers of i nf ormat i on?
School l i brari es as INQUIRY CENTRES
Engagi ng Web 2. 0 envi ronment t o devel op
i nqui ry, deep knowl edge and ski l l s, and
creat i vi t y
LISBOA
Rita Dove
US Poet Laureate 1993-1995
"The library is an arena of
possibility, opening both a
window into the soul and a
door onto the world."
Roger Rosenblatt
US Author / Essasyist
"A library should be like a
pair of open arms."
http://www.sis.buffalo.edu/faculty/ellison/q
uotes/libquotesdn.html
SLAMIT 4
• Journey
• Exploration
• Discovery
• Action
• Energy
Construction
• Destiny
• Focus on the future
Mel bourne Decl arat i on on Nat i onal
Goal s
School i ng i n t he Twent y- f i rst Cent ury
www.wordle.net
Li brary Pol i cy Tagcl oud
www.wordle.net
What i s a School Li brary?
The school l i brary i s t he school ’ s
physi cal and vi rt ual l earni ng commons
where i nqui ry, t hi nki ng, i magi nat i on,
di scovery, and creat i vi t y are cent ral t o
st udent s’ i nf ormat i on- t o- knowl edge
j ourney, and t o t hei r personal , soci al
and cul t ural growt h.

Spr i ngf i el d Townshi p Hi gh School
Vi r t ual Li br ar y
ht t p: / / www. sdst . or g/ shs/ l i br ar y/
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
Inqui ry- Based Learni ng
• Framework f or qual i t y t eachi ng and
l earni ng t hrough t he school l i brary
• St udent s act i vel y engage wi t h di verse and
of t en conf l i ct i ng sources of i nf ormat i on
and i deas t o di scover new ones, t o bui l d
new underst andi ngs, and t o devel op
personal vi ewpoi nt s and perspect i ves.
• Caref ul l y pl anned, cl osel y supervi sed,
t arget ed i nt ervent i on( s) of an
i nst ruct i onal t eam of school l i brari ans
and t eachers t o gui de st udent s t hrough
curri cul um based i nqui ry uni t s t hrough t he
school l i brary t hat gradual l y l ead t owards
deep knowl edge and underst andi ng.
Gui ded Inqui ry
KNOWLEDGE- BASED OUTCOMES
Deep Knowl edge
Deep Underst andi ng
Probl emat i c Knowl edge
Hi gher- order t hi nki ng
Hi gh Expect at i ons
St udent Di rect i on
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
- - - - - - -
It i s underpi nned by st i mul at i ng encount ers wi t h
i nf ormat i on – encount ers whi ch capt ure t hei r
i nt erest and at t ent i on, and whi ch mot i vat e and
di rect t hei r ongoi ng i nqui ry.
INFORMATION FOUDATION
Prof Carol Kuhlthau
I nf or mat i on Sear ch
Pr ocess
• Qual i t at i ve expl orat i on
of search process of
hi gh school seni ors
( 1983)
• 2. Qual i t at i ve
st udy of ori gi nal sampl e
af t er 4 years of col l ege
( 1988)
• 3. Longi t udi nal
st udy ( 1988)
• 4. Qual i t at i ve and
quant i t at i ve st udy of
hi gh, mi ddl e and l ow
achi evi ng hi gh school
seni ors ( 1989)
Kuhlthau, C. C. (2004).
Seeking meaning: A
process approach to
library and information
services. 2nd edition.
Westport, CT: Libraries
Unlimited.
Information Search Process Carol Kuhlthau
 
 
Tasks Initiation Selection Exploration Formulation Collection Presentation Evaluation
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Feelings uncertainly optimism confusion clarity sense of satisfaction or
(affective) frustration direction/ disappointment
doubt confidence
Thoughts vague----------------------------------------→focused
(cognitive) ----------------------------------------------→
increased interest
Actions seeking relevant information-------------------------------→seeking pertinent information
(physical) exploring documenting
Inf ormat i on- t o- Knowl edge
Journey
Zone of Intervention: the critical point / need for instruction
GUIDED INQUIRY
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
• Shi f t i n f ocus f rom f i ndi ng l ocat i ng and eval uat i ng
i nf ormat i on t o one of usi ng i nf ormat i on, creat i ng
knowl edge and shari ng of i deas.
Shift in
focus from
finding
locating and
evaluating
information
to one of
using
information,
creating
knowledge
and sharing
of ideas.
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
My Concer ns and Chal l enges:
Web 2. 0
Need t o move beyond:
• t echni cal ski l l s t o creat e spaces
• dumpi ng and t ransmi ssi on of cont ent
• superf i ci al i t y of engagement :
t ransport at i on rat her t han t ransf ormat i on
of t ext
• l i mi t ed cri t i cal t hi nki ng & creat i vi t y
Move t o t he i nt el l ect ual i nput of t hose spaces
provi de i nt el l ect ual , soci al and t echni cal
t ool s across t hese mul t i pl e envi ronment s t o
f ost er creat i vi t y, knowl edge creat i on and
product i on, bot h i ndi vi dual and
col l aborat i ve, and t o f ost er t he
i nt el l ect ual , soci al and cul t ural growt h of
our young peopl e
6 Key Compet enci es i n al l l earni ng areas
t hat draw on knowl edge, at t i t udes, and
val ues i n ways t hat l ead t o act i on:
1. Thi nki ng: usi ng creat i ve, cri t i cal ,
and met acogni t i ve processes t o make sense
of i nf ormat i on, experi ences, and i deas;
devel opi ng underst andi ng, maki ng
deci si ons, shapi ng act i ons, const ruct i ng
knowl edge. Int el l ect ual curi osi t y i s at
t he heart of t hi s compet ency.
2. Usi ng l anguage, symbol s, and t ext s:
worki ng wi t h and maki ng meani ng of t he
codes i n whi ch knowl edge i s expressed -
wri t t en, oral /aural , and vi sual ;
i nf ormat i ve and i magi nat i ve; i nf ormal and
f ormal ; mat hemat i cal , sci ent i f i c, and
Key Compet enci es i n t he Wi r ed G. I .
Wor l d
3. Rel at i ng t o ot hers: i nt eract i ng
ef f ect i vel y wi t h ot hers, l i st eni ng
act i vel y, recogni si ng di f f erent poi nt s of
vi ew, negot i at i ng, and shari ng i deas
4. Part i ci pat i ng and cont ri but i ng: bei ng
act i vel y i nvol ved i n communi t i es;
cont ri but i ng appropri at el y as group
members
5. Techni cal mast ery of t he i nf ormat i on and
knowl edge bui l di ng and shari ng t ool s
6. Managi ng sel f : sel f - mot i vat i on, a “can-
do” at t i t ude, st udent s seei ng t hemsel ves
as capabl e l earners; personal saf et y and
prot ect i on – et hi cal aspect s
Key Compet enci es i n t he Wi r ed G. I .
Wor l d
Et hi cal Issues
 Techni cal vs i nt el l ect ual sol ut i ons
 How t o respond t o i nappropri at e cont ent
 How t o deal wi t h i nappropri at e cont ent :
where, how and who of get t i ng hel p
 How t o react t o i nappropri at e si t es
 How t o manage probl emat i c conversat i ons
 Sel f - prot ect i on i n t he wi red worl d
 What i s appropri at e and i nappropri at e t o
publ i sh and share onl i ne
Di rect ory of Technol ogy Tool s
ht t p: //c4l pt . co. uk/Di rect ory/
Cent re f or Learni ng & Perf ormance
Technol ogi es
25 cat egori es of t ool s Al l t ool s 3, 098 
Free Tool s 2, 354
1 Web browsers, pl ayers and readers
2 Soci al bookmarki ng t ool s
3 Bl oggi ng t ool s
4 RSS/Feed t ool s
5 Mi cro- bl oggi ng t ool s
6 Emai l t ool s
7 Inst ant messagi ng and chat t ool s
8 Product i vi t y t ool s ( personal and group)
9 Mi nd mappi ng t ool s
10 Present at i on t ool s
11 Present at i on shari ng t ool s
12 Document at i on and of f i ce sui t es
13 Li ve conf erenci ng, broadcast i ng and
vi rt ual worl d t ool s
14 Inst ruct i onal t ool s
15 Screen capt ure and screencast i ng t ool s
16 Pol l i ng and survey t ool s
17 Web aut hori ng t ool s
18 Wi ki t ool s
19 Image/phot o t ool s
20 Audi o, podcast i ng and i Pod/i Phone t ool s
21 Vi deo t ool s
22 Personal dashboards
23 Course management syst ems
24 Soci al net worki ng t ool s
25 Int egrat ed soci al medi a and
col l aborat i on t ool s and pl at f orms
Gui del i nes f or Web 2. 0 t ool s
sel ect i on
• Does i t promot e cri t i cal t hi nki ng?
• Does i t support ISP st ages?
• Does i t provi de Gui ded Inqui ry t hrough
i nt ervent i on and hel p
• Does i t encourage aut hent i c l earni ng?
• Does hel p gat her evi dence of st udent
perf ormance and progress?
• Does i t hel p us make t eachi ng deci si ons
based on evi dence?
mashabl e. com
Web 2. 0 Tool s
• Bl oggi ng: l ogs / j ournal s/ di ari es on t he
i nt ernet ; chronol ogi cal , si ngl e aut horshi p;
mul t i pl e f orms, wi t h pl ug- i ns ( wi dget s) f or
mi xi ng of cont ent , l i nks
• Wi ki s: col l aborat i ve, edi t abl e wri t i ng
spaces: col l ect i ve knowl edge
• Podcast i ng: di st ri but i ng compressed audi o
across i nt ernet ; screencast i ng,
vi deocast i ng
• RSS: Real Si mpl e Syndi cat i on / Ri ch Si t e
Summary: f eed of cont ent col l ect ed and
organi zed t hrough aggregat ors
• Soci al Net worki ng; Soci al Bookmarki ng
• Onl i ne phot o gal l eri es: publ i shi ng,
Bl oggi ng
• Logs / j ournal s/ di ari es on t he i nt ernet ;
chronol ogi cal , si ngl e aut horshi p; mul t i pl e
f orms, wi t h pl ug- i ns ( wi dget s) f or mi xi ng
of cont ent , l i nks
• Each i ndi vi dual post i ng has a st abl e
address ( “permal i nk”) al l owi ng ref erence;
“pi ng- back” mechani sm al l owi ng aut hors t o
know when ot her bl ogs have ci t ed t hei r
post s
• 175, 000 bl ogs creat ed dai l y ( CEO
Technocrat i ) ( search engi ne f or
bl ogosphere)
• Why bl og – express personal bel i ef s
• Get t i ng st art ed: l i vej ournal . com;
bl ogger. com; bl ogst er. com; et ri bes. com;
WordPress. com; edubl ogs. org
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
Bl ogs: Act i ve Wri t i ng
Spaces
• What const i t ut es a sust ai ned response? Whose
voi ce i s bei ng heard?
- Exposi t ory response: provi si on of i nf ormat i on;
requi res cl ari t y and st rong organi zat i on of
i deas; Aut hent i ci t y and accuracy of f act s;
source of f act s
• Expl anat ory response: f ocus i s on expl anat i on:
how and why
- Cri t i cal response: addressi ng post i ngs wi t h
argument / evi dence anal ysi s; Present s your own
poi nt of vi ew – support ed by rel evant f act s,
drawn f rom sources, and present ed i n a l ogi cal
manner.
- Anal yt i cal response: compari son, anal ysi s,
i dent i f yi ng pat t erns, t rends, t hemes, i ssues,
associ at i ons across post i ngs
- Synt het i cal response: Devel opi ng concl usi ons,
est abl i shi ng personal vi ewpoi nt s and
perspect i ves, generat i ng posi t i on st at ement s
f rom mul t i pl e post i ngs; combi ni ng i deas i n f resh
ways t o present new i nsi ght s
Ref l ect i ve Response
• What have I l earned about t hi s cl ass
act i vi t y?
• What are my most i mport ant i deas?
• What concl usi ons can I draw based on my
underst andi ng
• What are i mpl i cat i ons, consequences of what
I have l earned?
• What ot her quest i ons come t o mi nd t hat I
coul d i nvest i gat e?
• What do I wi sh I had done di f f erent l y?
• What were some of t he di f f i cul t i es I
Personal Ref l ect i on
• What worked wel l ?
• What pl eased me?
• How do I know t hat i t was successf ul ?
• Who can/di d I share my success wi t h?
• What di d I do t hat hel ped me t o:
- prepare f or t he t ask
- creat e new i deas
- pract i se new ski l l s
- i mprove exi st i ng ski l l s
- modi f y my l earni ng habi t s
- f i nd rel evant i nf ormat i on or mat eri al s
- organi se i nf ormat i on or mat eri al s
- correct l y summari se i nf ormat i on
- underst and unf ami l i ar i deas
- t ake rel evant not es
- use my exi st i ng knowl edge or ski l l s
- represent i nf ormat i on i n meani ngf ul ways?
• What coul d I do di f f erent l y next t i me?
• What f act ors i nf l uenced my abi l i t y t o l earn?
• What mi ght hel p me l earn more about t hi s?
Eval uat i ng Bl ogs Some
Cri t eri a
• Who i s t he bl ogger?
• What sort s of mat eri al s i s t he bl ogger readi ng or
ci t i ng?
• Does t hi s bl ogger have i nf l uence? Is t he bl og wel l -
est abl i shed? Who and how many peopl e l i nk t o t he
bl og? Who i s comment i ng on t he post s? Does t hi s
bl og appear t o be part of a communi t y of bl ogs?
( The best bl ogs are l i kel y t o be hubs f or f ol ks who
share i nt erest s wi t h t he bl ogger. )
• Is t hi s cont ent covered i n any dept h, wi t h any
aut hori t y?
• How sophi st i cat ed i s t he l anguage, t he spel l i ng?
• Is t hi s bl og al i ve? It t here a subst ant i al archi ve?
How current are t he post s?
• Is t he bl ogger upf ront about hi s or her bi as? Does
t he bl og recogni ze/di scuss ot her poi nt s of vi ew?
( For cert ai n i nf ormat i on t asks- - an essay or
debat e- - bi as may be especi al l y usef ul . St udent s
need t o recogni ze i t . )
• If t he bl ogger i s not a t radi t i onal “expert , ” i s
t hi s a f i rst - hand vi ew t hat woul d al so be val uabl e
BLOGS Pot ent i al Uses
• Bui l di ng background knowl edge: exposi t ory
and expl anat ory responses eg present 5 new
f act s I have l earned;
• Focus- Formul at i on: Quest i oni ng response:
devel opi ng t he deep quest i ons t hrough
i nt errogat i on of post i ng( s) What
quest i ons spri ng t o mi nd as you read t hi s
• Col l ect i on: Aut hent i c research t ool : dat a
col l ect i on - > anal ysi s and synt hesi s of
i deas
• Ref l ect i ve response t o i nst ruct i onal
program
• Cl ass port al f or communi cat i on
Wi ki s
• Col l aborat i ve, edi t abl e spaces: col l ect i ve
knowl edge ( eg Wi ki pedi a: eg Tsunami 2004 –
9hrs f or f i rst 76 word st ory; 48 hours
l at er, 6, 500 words and edi t ed 1, 200 t i mes;
wi ki how. com; wi ki t ravel . com)
• Open, cont ri but ory, l i vi ng document s; peopl e
work t oget her t o generat e and mai nt ai n a
document
• Soci al const ruct i on of knowl edge;
negot i at i on of meani ng: group’ s best
ef f ort , not an i ndi vi dual ; communi t y
wat chdog, sof t securi t y
• Worki ng as a t eam / group / communi t y i n a
shared i nf ormat i on space: gi vi ng st udent s
cont rol of knowl edge const ruct i on and
edi t ori al cont rol – responsi bi l i t y and
ownershi p
Scaf f ol ds f or Worki ng i n a Wi ki : What
does i t t ake?
• Const ruct i ng t he sust ai ned response + creat i ve +
publ i shi ng compet enci es
• How t eams work t oget her i n saf et y and securi t y
• Deal i ng wi t h t eam i ssues, conf l i ct eg someone
edi t s wi t hout j ust i f i cat i on / expl anat i on;
argument s
• Negot i at i on ski l l s: negot i at i ng t o agree on
correct ness, meani ng, rel evance
• Team management / proj ect management : pl anni ng,
t i mel i nes, rol e assi gnment , del egat i on
• Communi cat i on eg expl ai ni ng i nt ent i ons behi nd
edi t s
• Document management / versi ons
What t o do wi t h Wi ki pedi a
• St udent s use W. t o brai nst orm i deas, bui l d background
knowl edge – you wi l l not st op i t ! - hi ghl i ght
pocket s of knowl edge / gaps
• Take group t hrough a key Wi ki pedi a art i cl e on a t opi c
rel at ed t o cl ass work, poi nt i ng out i t s st rengt hs and
weaknesses, and i nvi t i ng t he cl ass t o edi t i t
• St udent s use ot her sources t o det ermi ne accuracy of
t he f act s i n a Wi ki pedi a art i cl e:
• Assi gn groups of st udent s t o eval uat e Wi ki pedi a
ent ri es, usi ng research f rom ot her sources as an
eval uat i ve t ool ; compare and cont rast ; deal wi t h
conf l i ct i ng i deas
• The cl ass t akes on creat i ng speci f i c Wi ki pedi a
art i cl es rel at ed t o cl ass work: Cl ass creat es,
expands and updat es t he art i cl es. A col l ect i on of
“t eacher approved” art i cl es can be produced i n many
subj ect s, maki ng Wi ki pedi a bet t er as t i me goes on.
• Wat ch what happens: modi f i cat i on, spammed, and how
t o deal wi t h t hi s
Wi ki Opport uni t i es
• Brai nst ormi ng: TOPIC – what , when where,
why et c
• Bui l di ng background knowl edge of a
curri cul um t opi c eg Cont ent Ji gsaw
• Col l ect i ve not ebook / col l ect i ve st udy
gui de
• Met a- l anguage: gl ossari es of key words
• Const ruct a pi ct ure of pri or knowl edge –
i dent i f y pocket s of expert i se and
knowl edge gaps; mi sconcept i ons,
i naccuraci es
• Col l aborat i ve resource l i st s
• Peer assessment / f ormat i ve assessment :
Knowl edge creat i on, draf t i ng, revi ew,
Eval uat i ng Wi ki s
• What i s t he purpose of t he col l aborat i ve
proj ect and who began i t ?
• How many peopl e appear t o be i nvol ved i n
edi t i ng t he wi ki ?
• Does i t seem t hat t he i nf ormat i on col l ect ed
i s i mproved by havi ng a vari et y of
part i ci pant s?
• How heavi l y edi t ed were t he pages you pl an
t o use?
• How ri ch i s t he wi ki ? How many pages does
i t cont ai n?
• Does t he proj ect appear t o be al i ve? Are
f ol ks cont i nui ng t o edi t i t ?
• Does t he i nf ormat i on appear accurat e? Can I
val i dat e i t i n ot her sources? Can I
t ri angul at e?
( In: Web 2. 0 Meet s Inf ormat i on Fl uency. By
Maxi mi ze avai l abl e t ool s
eg:
• wordl e. net
• wordsi f t . com
• wal l wi sher. com
• googl e. com - Wonder Wheel
• googl e. com/squared
www.wordle.net
sfnmsfoetfjewoendsvondOGJweogj
Vjsdsgogosovmqfq0osddsdod
Met al anguage Comprehensi on Readi bi l i t y
www. wordl e. net
• Readabi l i t y of t ext s
• Ident i f i cat i on of cent ral concept s / vocabul ary
• Rel evance of f ocus
• Comparat i ve anal ysi s: anal ysi s, cri t i cal t hi nki ng
eg cont rast speeches, compare hi st ory t o hi st ori cal
f i ct i on; t hemes i n l i t erat ure; compare f or bi as
• Summari es of wri t i ng pi eces
• Hi ghl i ght assessment cri t eri a
• Summary f or di scussi ng report s
• Guess t he Fai ryt al e / Count ry / = Background
knowl edge
• Summari zi ng cl assroom pol l s / surveys
• Cust omi zi ng i mage headers f or research t ask
present at i on
• Thi rt y- Ei ght Int erest i ng Ways* t o use Wordl e i n t he
Cl assroom
ht t p: //di gi gogy. bl ogspot . com/2009/04/t hi rt y- ways- t o-
use- wordl e. ht ml
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
www. wordsi f t . com
www. wordsi f t . com
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
www. wal l wi sher. com
• Brai nst ormi ng
• Underst andi ng of l earni ng / assessment
cri t eri a
• Col l ect i ng f act s / not e t aki ng– t hen
anal yzi ng i nt o pat t erns / t rends
• St udent generat ed resource l i st f or
research t ask
• Ref l ect i ons on l earni ng
Googl e: wonderwheel and
squared
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
Ti me Li ne: Ned Kel l y
Googl e. com/squared
Googl e. com/ squar ed
Googl e. com/Squared Gui ded
Inqui ry
• Topi c sel ect i on
• Bui l di ng background knowl edge
• Show how f act ual i deas can be organi zed
• Vi sual and t ext ual l i nk – t o f ocused
resources
• Ai d t o i n- dept h anal ysi s
• Ot her?
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
www. t wi t t er. com
Twi t t er Resources
10 t hi ngs t eachers shoul d know t o get
st art ed wi t h t wi t t er
ht t p: //azk12. org/bl og/archi ves/46- 10- Thi ngs-
Teachers- Shoul d- Know- t o- Get - St art ed- wi t h-
Twi t t er. ht ml
• New search engi ne t hat al l ows you t o search
googl e and t wi t t er si mul t aneousl y
• ht t p: //t woogl e. browsys. com/
25 ways to use twitter
http://docs.google.com/Pr
esent?
docid=dhn2vcv5_118cfb8
msf8&pli=1&skipauth=tru
e
www. t wi t t er. com Gui ded
Inqui ry
Set up cl ass t wi t t er account :
• Col l at e cl assroom vi ews
• Dat a col l ect i on ( use cl ass t weet s or Twi t t er
Pol l : ht t p: //t wt pol l . com/
• Summari se t opi cs/vi ews as t weet s Teach bi t e-
si zed i nf o
• Preci s, t hen el aborat i on
• Produce a Tweet di al ogue bet ween t wo opposi ng
charact ers i n rel at i on t o t opi cal i ssue
• Craf t i ng a concl usi on st at ement ( 140
charact ers)
• Poet ry wri t i ng / sl ogan wri t i ng
• Gl obal assembl y – ask net work t o comment on
i ssue / t opi c
• Communi cat e wi t h expert s
• Ref l ect i ons on l earni ng ( al l ow parent s t o
f ol l ow)
• Inf ormat i on search: f i nd websi t es, pi ct ures, or
ht t p: //www. bubbl . us/ brai nst ormi ng
sof t ware
Exampl e of Bubbl . us
Di gi t al St oryt el l i ng
• ht t p: //capzl es. com/
• Combi ne vi deos, bl ogs, mp3s, phot os, t ext
i nt o mul t i medi a st ory l i nes
• ht t p: //www. t i kat ok. com/
• Where chi l dren wri t e, publ i sh t hei r own
st ory
• ht t p: //gl ogst er. com
• Int eract i ve post ers
• www. f ot opedi a. com
• Col l aborat i ve phot o- encycl opedi a
School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,
ht t p: //www. t i kat ok. com/
ht t p: //www. gl ogst er. com/
ht t p: //www. f ot opedi a. com/
Ot her Resources
• Debat e Graph: wi ki debat e vi sual i zat i on t ool
• ht t p: //debat egraph. org/
• Argument mappi ng
• ht t p: //www. aust hi nk. org/cri t i cal /pages/argum
ent _mappi ng. ht ml
• Mi ndmappi ng: Onl i ne Mi nd Mappi ng Sof t ware
• ht t p: //www. mi ndomo. com/
• Concept Mappi ng / Graphi c Organi zers
• ht t p: //www. graphi c. org/
• ht t p: //mywebspi rat i on. com/ Col l aborat i ve
vi sual t hi nki ng – bet a versi on
Dat a Col l ect i on: Aut hent i c
Research
• Pol l Daddy ( f ree account )
• ht t p: //pol l daddy. com
• Zoho Pol l s ( f ree account )
• ht t p: //pol l s. zoho. com/
• SurveyMonkey ( sophi st i cat ed anal yses)
• ht t p: //www. surveymonkey. com/
• Bl ogs, Twi t t er as si mpl e dat a col l ect i on
t ool s
Bj örk “New Worl ds” i n “Sel masongs”
al bum
“If l i vi ng i s
seei ng
I’ m hol di ng my
breat h
In wonder – I
wonder
What happens
next ?
A new worl d, a
new day t o see”
Hal l of Fame Resear ch
“ Gr eat ness”
• Where/when born,
di ed, l i ved
• Educat i on/Jobs/Care
er
• Chal l enges overcome
• Qual i t i es t hat l ed
t o great ness
• Awards/Commendat i on
s
• Pol i t i cal of f i ces
hel d
• Best remembered f or
what

Cri t i cal t hi nki ng and Deep
Knowl edge?
Wal t Whi t man
( Camden)
Consi der ed by
many t o be t he
most i nf l uent i al
poet i n U. S.
hi st or y
• Class blog: personal viewpoint on greatness
• Creative writing: My dream of greatness
• Sharing writing on class wiki
• Class blog: synthesis of responses: what seems to
be the idea of “greatness” in the class
• Matching personal dreams with NJ database: search
skills
• Building background knowledge: life and times of
people of interest; selecting focus
• Creative knowledge building interventions: putting
ideas together; Usi ng vari et y of anal yt i cal
met hods; Formi ng evi dence- based opi ni ons /
vi ewpoi nt s; Devel opi ng concl usi ons &
posi t i ons; posi t i ng act i ons, i mpl i cat i ons
and sol ut i ons; ref l ect i ng on t hese i n
t erms of ori gi nal knowi ng
• Wiki to share final products: group review and
reflection
Inst ruct i onal
Int ervent i ons
Lonely, Nervous, Brave, Determined, Sassy
Daughter of parents who filled their house with music
Music must have filled her loneliness when her father died
Moved to New York for a better life.
Who loved the night magic of Harlem,
Who loved the celebrities and begging for autographs with her friends
Who really loved singing and scatting
Who loved her Aunt that took care of her as a child.
Who felt loss, when her mother died
Who felt anger when she was put in an orphanage
Who felt trapped in those walls but they couldn’t keep her down
because she felt the pull of her song
and the night magic of Harlem.
Who felt nervous and fear at auditions
Who feared not being able to sing because she had no one to care for her
Who feared dying from diabetes and possibly going blind,
Who feared whom she would pass her singing crown down to
Who wanted to see someone take over her singing crown
Who would have liked to have spent more time with her late parents
Who wanted to work with the best bands
Who changed the world of jazz and swing
Who was very proud of her awards and achievements
She was “The First Lady Of Song”;
she was “Sassy” and a Legend of Jazz
Born in Virginia, grew up in New York,
adopted by the world.
Ella was great
Fitzgerald
Ella

More Related Content

Similar to School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,

Building Your Own Content Strategy Roadmap
Building Your Own Content Strategy RoadmapBuilding Your Own Content Strategy Roadmap
Building Your Own Content Strategy Roadmap
Carrie Hane
 
Build your content strategy roadmap
Build your content strategy roadmapBuild your content strategy roadmap
Build your content strategy roadmap
Hilary Marsh, Content Company, Inc.
 
12 Career Readiness Practices and Technology part 1
12 Career Readiness Practices and Technology part 112 Career Readiness Practices and Technology part 1
12 Career Readiness Practices and Technology part 1
Nell Eckersley
 
Data Modelling Fundamentals course 3 day synopsis
Data Modelling Fundamentals course 3 day synopsisData Modelling Fundamentals course 3 day synopsis
Data Modelling Fundamentals course 3 day synopsis
Christopher Bradley
 
Holistic Education, Economy And Health Dr. Shriniwas Kashalikar
Holistic Education, Economy And Health Dr. Shriniwas KashalikarHolistic Education, Economy And Health Dr. Shriniwas Kashalikar
Holistic Education, Economy And Health Dr. Shriniwas Kashalikar
sangh1212
 
Holistic Education, Economy And Health Dr
Holistic  Education,  Economy And  Health  DrHolistic  Education,  Economy And  Health  Dr
Holistic Education, Economy And Health Dr
srinishriya
 
Regional Digital Inclusion: Two Case Studies
Regional Digital Inclusion: Two Case StudiesRegional Digital Inclusion: Two Case Studies
Regional Digital Inclusion: Two Case Studies
nado-web
 
Creating Safe & Supportive Online Communities
Creating Safe & Supportive Online CommunitiesCreating Safe & Supportive Online Communities
Creating Safe & Supportive Online Communities
Quiip
 
How to develop a Knowledge Management Strategy for your Library Practical Pr...
How to develop a Knowledge Management Strategy for your Library  Practical Pr...How to develop a Knowledge Management Strategy for your Library  Practical Pr...
How to develop a Knowledge Management Strategy for your Library Practical Pr...
unulwbpartnership
 
Knowledge management strategy
Knowledge management strategyKnowledge management strategy
Knowledge management strategy
unulwbpartnership
 
Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...
Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...
Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...
SC CTSI at USC and CHLA
 
Speed Mentoring with Bose Corporation + MIT IDEAS Global Challenge
Speed Mentoring with Bose Corporation + MIT IDEAS Global ChallengeSpeed Mentoring with Bose Corporation + MIT IDEAS Global Challenge
Speed Mentoring with Bose Corporation + MIT IDEAS Global Challenge
Rebecca Obounou
 
SLIDESHARE: FROM A PIVOT TO BEING ACQUIRED FOR $118 MILLION
SLIDESHARE: FROM A PIVOT TO BEING ACQUIRED FOR $118 MILLION	SLIDESHARE: FROM A PIVOT TO BEING ACQUIRED FOR $118 MILLION
SLIDESHARE: FROM A PIVOT TO BEING ACQUIRED FOR $118 MILLION
Anirudh Narayan
 
Odisha june 20 2020 3
Odisha june 20 2020 3Odisha june 20 2020 3
Odisha june 20 2020 3
Stephen Abram
 
Team building insights from artificial intelligence
Team building insights from artificial intelligenceTeam building insights from artificial intelligence
Team building insights from artificial intelligence
Robert Roan
 
Danh muc cau hoi ve ben vung
Danh muc cau hoi ve ben vungDanh muc cau hoi ve ben vung
Danh muc cau hoi ve ben vung
foreman
 
Knowledge audit sikm leaders forum march 2019
Knowledge audit sikm leaders forum march 2019Knowledge audit sikm leaders forum march 2019
Knowledge audit sikm leaders forum march 2019
plambe
 
From School Libraries to Learning Centres
From School Libraries to Learning Centres From School Libraries to Learning Centres
From School Libraries to Learning Centres
Slamit
 
Growth Accelerator Programme_Programma Groeiversneller
Growth Accelerator Programme_Programma GroeiversnellerGrowth Accelerator Programme_Programma Groeiversneller
Growth Accelerator Programme_Programma Groeiversneller
OECD CFE
 
meMap App Design Project
meMap App Design ProjectmeMap App Design Project
meMap App Design Project
Susanna Willis
 

Similar to School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey, (20)

Building Your Own Content Strategy Roadmap
Building Your Own Content Strategy RoadmapBuilding Your Own Content Strategy Roadmap
Building Your Own Content Strategy Roadmap
 
Build your content strategy roadmap
Build your content strategy roadmapBuild your content strategy roadmap
Build your content strategy roadmap
 
12 Career Readiness Practices and Technology part 1
12 Career Readiness Practices and Technology part 112 Career Readiness Practices and Technology part 1
12 Career Readiness Practices and Technology part 1
 
Data Modelling Fundamentals course 3 day synopsis
Data Modelling Fundamentals course 3 day synopsisData Modelling Fundamentals course 3 day synopsis
Data Modelling Fundamentals course 3 day synopsis
 
Holistic Education, Economy And Health Dr. Shriniwas Kashalikar
Holistic Education, Economy And Health Dr. Shriniwas KashalikarHolistic Education, Economy And Health Dr. Shriniwas Kashalikar
Holistic Education, Economy And Health Dr. Shriniwas Kashalikar
 
Holistic Education, Economy And Health Dr
Holistic  Education,  Economy And  Health  DrHolistic  Education,  Economy And  Health  Dr
Holistic Education, Economy And Health Dr
 
Regional Digital Inclusion: Two Case Studies
Regional Digital Inclusion: Two Case StudiesRegional Digital Inclusion: Two Case Studies
Regional Digital Inclusion: Two Case Studies
 
Creating Safe & Supportive Online Communities
Creating Safe & Supportive Online CommunitiesCreating Safe & Supportive Online Communities
Creating Safe & Supportive Online Communities
 
How to develop a Knowledge Management Strategy for your Library Practical Pr...
How to develop a Knowledge Management Strategy for your Library  Practical Pr...How to develop a Knowledge Management Strategy for your Library  Practical Pr...
How to develop a Knowledge Management Strategy for your Library Practical Pr...
 
Knowledge management strategy
Knowledge management strategyKnowledge management strategy
Knowledge management strategy
 
Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...
Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...
Social Media and the 21st-Century Scholar: How Researchers Can Harness Social...
 
Speed Mentoring with Bose Corporation + MIT IDEAS Global Challenge
Speed Mentoring with Bose Corporation + MIT IDEAS Global ChallengeSpeed Mentoring with Bose Corporation + MIT IDEAS Global Challenge
Speed Mentoring with Bose Corporation + MIT IDEAS Global Challenge
 
SLIDESHARE: FROM A PIVOT TO BEING ACQUIRED FOR $118 MILLION
SLIDESHARE: FROM A PIVOT TO BEING ACQUIRED FOR $118 MILLION	SLIDESHARE: FROM A PIVOT TO BEING ACQUIRED FOR $118 MILLION
SLIDESHARE: FROM A PIVOT TO BEING ACQUIRED FOR $118 MILLION
 
Odisha june 20 2020 3
Odisha june 20 2020 3Odisha june 20 2020 3
Odisha june 20 2020 3
 
Team building insights from artificial intelligence
Team building insights from artificial intelligenceTeam building insights from artificial intelligence
Team building insights from artificial intelligence
 
Danh muc cau hoi ve ben vung
Danh muc cau hoi ve ben vungDanh muc cau hoi ve ben vung
Danh muc cau hoi ve ben vung
 
Knowledge audit sikm leaders forum march 2019
Knowledge audit sikm leaders forum march 2019Knowledge audit sikm leaders forum march 2019
Knowledge audit sikm leaders forum march 2019
 
From School Libraries to Learning Centres
From School Libraries to Learning Centres From School Libraries to Learning Centres
From School Libraries to Learning Centres
 
Growth Accelerator Programme_Programma Groeiversneller
Growth Accelerator Programme_Programma GroeiversnellerGrowth Accelerator Programme_Programma Groeiversneller
Growth Accelerator Programme_Programma Groeiversneller
 
meMap App Design Project
meMap App Design ProjectmeMap App Design Project
meMap App Design Project
 

More from Slamit

Descobrir Leituras para ler o Mundo” – Filosofia para Crianças
Descobrir Leituras para ler o Mundo” – Filosofia para CriançasDescobrir Leituras para ler o Mundo” – Filosofia para Crianças
Descobrir Leituras para ler o Mundo” – Filosofia para Crianças
Slamit
 
Histórias da Ajudaris - I Encontro de Bibliotecas Escolares do concelho do Se...
Histórias da Ajudaris - I Encontro de Bibliotecas Escolares do concelho do Se...Histórias da Ajudaris - I Encontro de Bibliotecas Escolares do concelho do Se...
Histórias da Ajudaris - I Encontro de Bibliotecas Escolares do concelho do Se...
Slamit
 
Encontros documentais de Vila do Rei 2019- Apresentação do projeto READ ON
Encontros documentais de Vila do Rei 2019- Apresentação do projeto READ ON Encontros documentais de Vila do Rei 2019- Apresentação do projeto READ ON
Encontros documentais de Vila do Rei 2019- Apresentação do projeto READ ON
Slamit
 
Evaluation – the first step of change Slamit 3 Course, 19th - 25th October 20...
Evaluation – the first step of change Slamit 3 Course, 19th - 25th October 20...Evaluation – the first step of change Slamit 3 Course, 19th - 25th October 20...
Evaluation – the first step of change Slamit 3 Course, 19th - 25th October 20...
Slamit
 
Participants presentations, Ilda Ribeiros Portugal - 2nd RECIPE ERASMUS+ Cour...
Participants presentations, Ilda Ribeiros Portugal - 2nd RECIPE ERASMUS+ Cour...Participants presentations, Ilda Ribeiros Portugal - 2nd RECIPE ERASMUS+ Cour...
Participants presentations, Ilda Ribeiros Portugal - 2nd RECIPE ERASMUS+ Cour...
Slamit
 
‘School Libraries - preferred futures’ Key-note speach by Dr. Ross Todd, Ass...
‘School Libraries - preferred futures’  Key-note speach by Dr. Ross Todd, Ass...‘School Libraries - preferred futures’  Key-note speach by Dr. Ross Todd, Ass...
‘School Libraries - preferred futures’ Key-note speach by Dr. Ross Todd, Ass...
Slamit
 
The Learning Centre of Skovvangskolen by Helge Hansen & Jesper Holtoug - 2009
The Learning Centre of Skovvangskolen by Helge Hansen & Jesper Holtoug - 2009 The Learning Centre of Skovvangskolen by Helge Hansen & Jesper Holtoug - 2009
The Learning Centre of Skovvangskolen by Helge Hansen & Jesper Holtoug - 2009
Slamit
 
”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoy, Norway
”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoy, Norway”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoy, Norway
”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoy, Norway
Slamit
 
School libraries in a European Worldwide context: Trends, competences, needs ...
School libraries in a European Worldwide context: Trends, competences, needs ...School libraries in a European Worldwide context: Trends, competences, needs ...
School libraries in a European Worldwide context: Trends, competences, needs ...
Slamit
 
Slamit7 Course program: An ERASMUS+ In service training Course
Slamit7 Course program: An ERASMUS+ In service training CourseSlamit7 Course program: An ERASMUS+ In service training Course
Slamit7 Course program: An ERASMUS+ In service training Course
Slamit
 
Slamit7: An ERASMUS+ Course
Slamit7: An ERASMUS+ Course  Slamit7: An ERASMUS+ Course
Slamit7: An ERASMUS+ Course
Slamit
 
The school librarian as educational innovator and supporter -new technology a...
The school librarian as educational innovator and supporter -new technology a...The school librarian as educational innovator and supporter -new technology a...
The school librarian as educational innovator and supporter -new technology a...
Slamit
 
From School library to learning centre to… What are the challenges in the fut...
From School library to learning centre to… What are the challenges in the fut...From School library to learning centre to… What are the challenges in the fut...
From School library to learning centre to… What are the challenges in the fut...
Slamit
 
What is Learning? How can we support it? Professor Dr. Kari Smith University ...
What is Learning? How can we support it? Professor Dr. Kari Smith University ...What is Learning? How can we support it? Professor Dr. Kari Smith University ...
What is Learning? How can we support it? Professor Dr. Kari Smith University ...
Slamit
 
The school library in the 21st century - C. C. Rasmussen
The school library in the 21st century - C. C. RasmussenThe school library in the 21st century - C. C. Rasmussen
The school library in the 21st century - C. C. Rasmussen
Slamit
 
Web 2.0 The challenge for schools & the school library
Web 2.0 The challenge for schools & the school libraryWeb 2.0 The challenge for schools & the school library
Web 2.0 The challenge for schools & the school library
Slamit
 

More from Slamit (16)

Descobrir Leituras para ler o Mundo” – Filosofia para Crianças
Descobrir Leituras para ler o Mundo” – Filosofia para CriançasDescobrir Leituras para ler o Mundo” – Filosofia para Crianças
Descobrir Leituras para ler o Mundo” – Filosofia para Crianças
 
Histórias da Ajudaris - I Encontro de Bibliotecas Escolares do concelho do Se...
Histórias da Ajudaris - I Encontro de Bibliotecas Escolares do concelho do Se...Histórias da Ajudaris - I Encontro de Bibliotecas Escolares do concelho do Se...
Histórias da Ajudaris - I Encontro de Bibliotecas Escolares do concelho do Se...
 
Encontros documentais de Vila do Rei 2019- Apresentação do projeto READ ON
Encontros documentais de Vila do Rei 2019- Apresentação do projeto READ ON Encontros documentais de Vila do Rei 2019- Apresentação do projeto READ ON
Encontros documentais de Vila do Rei 2019- Apresentação do projeto READ ON
 
Evaluation – the first step of change Slamit 3 Course, 19th - 25th October 20...
Evaluation – the first step of change Slamit 3 Course, 19th - 25th October 20...Evaluation – the first step of change Slamit 3 Course, 19th - 25th October 20...
Evaluation – the first step of change Slamit 3 Course, 19th - 25th October 20...
 
Participants presentations, Ilda Ribeiros Portugal - 2nd RECIPE ERASMUS+ Cour...
Participants presentations, Ilda Ribeiros Portugal - 2nd RECIPE ERASMUS+ Cour...Participants presentations, Ilda Ribeiros Portugal - 2nd RECIPE ERASMUS+ Cour...
Participants presentations, Ilda Ribeiros Portugal - 2nd RECIPE ERASMUS+ Cour...
 
‘School Libraries - preferred futures’ Key-note speach by Dr. Ross Todd, Ass...
‘School Libraries - preferred futures’  Key-note speach by Dr. Ross Todd, Ass...‘School Libraries - preferred futures’  Key-note speach by Dr. Ross Todd, Ass...
‘School Libraries - preferred futures’ Key-note speach by Dr. Ross Todd, Ass...
 
The Learning Centre of Skovvangskolen by Helge Hansen & Jesper Holtoug - 2009
The Learning Centre of Skovvangskolen by Helge Hansen & Jesper Holtoug - 2009 The Learning Centre of Skovvangskolen by Helge Hansen & Jesper Holtoug - 2009
The Learning Centre of Skovvangskolen by Helge Hansen & Jesper Holtoug - 2009
 
”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoy, Norway
”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoy, Norway”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoy, Norway
”Building Capacity for Life Long Learning”, Andreas Holvik, PPS, Karmoy, Norway
 
School libraries in a European Worldwide context: Trends, competences, needs ...
School libraries in a European Worldwide context: Trends, competences, needs ...School libraries in a European Worldwide context: Trends, competences, needs ...
School libraries in a European Worldwide context: Trends, competences, needs ...
 
Slamit7 Course program: An ERASMUS+ In service training Course
Slamit7 Course program: An ERASMUS+ In service training CourseSlamit7 Course program: An ERASMUS+ In service training Course
Slamit7 Course program: An ERASMUS+ In service training Course
 
Slamit7: An ERASMUS+ Course
Slamit7: An ERASMUS+ Course  Slamit7: An ERASMUS+ Course
Slamit7: An ERASMUS+ Course
 
The school librarian as educational innovator and supporter -new technology a...
The school librarian as educational innovator and supporter -new technology a...The school librarian as educational innovator and supporter -new technology a...
The school librarian as educational innovator and supporter -new technology a...
 
From School library to learning centre to… What are the challenges in the fut...
From School library to learning centre to… What are the challenges in the fut...From School library to learning centre to… What are the challenges in the fut...
From School library to learning centre to… What are the challenges in the fut...
 
What is Learning? How can we support it? Professor Dr. Kari Smith University ...
What is Learning? How can we support it? Professor Dr. Kari Smith University ...What is Learning? How can we support it? Professor Dr. Kari Smith University ...
What is Learning? How can we support it? Professor Dr. Kari Smith University ...
 
The school library in the 21st century - C. C. Rasmussen
The school library in the 21st century - C. C. RasmussenThe school library in the 21st century - C. C. Rasmussen
The school library in the 21st century - C. C. Rasmussen
 
Web 2.0 The challenge for schools & the school library
Web 2.0 The challenge for schools & the school libraryWeb 2.0 The challenge for schools & the school library
Web 2.0 The challenge for schools & the school library
 

Recently uploaded

Mail Server Configuration Using App passwords in Odoo 17
Mail Server Configuration Using App passwords in Odoo 17Mail Server Configuration Using App passwords in Odoo 17
Mail Server Configuration Using App passwords in Odoo 17
Celine George
 
C# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdfC# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdf
Scholarhat
 
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
mansk2
 
View Inheritance in Odoo 17 - Odoo 17 Slides
View Inheritance in Odoo 17 - Odoo 17  SlidesView Inheritance in Odoo 17 - Odoo 17  Slides
View Inheritance in Odoo 17 - Odoo 17 Slides
Celine George
 
How to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POSHow to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POS
Celine George
 
Our Guide to the July 2024 USPS® Rate Change
Our Guide to the July 2024 USPS® Rate ChangeOur Guide to the July 2024 USPS® Rate Change
Our Guide to the July 2024 USPS® Rate Change
Postal Advocate Inc.
 
How to Manage Access Rights & User Types in Odoo 17
How to Manage Access Rights & User Types in Odoo 17How to Manage Access Rights & User Types in Odoo 17
How to Manage Access Rights & User Types in Odoo 17
Celine George
 
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
MANIVALANSR
 
Java MCQ Questions and Answers PDF By ScholarHat
Java MCQ Questions and Answers PDF By ScholarHatJava MCQ Questions and Answers PDF By ScholarHat
Java MCQ Questions and Answers PDF By ScholarHat
Scholarhat
 
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...
Codeavour International
 
E-learning Odoo 17 New features - Odoo 17 Slides
E-learning Odoo 17  New features - Odoo 17 SlidesE-learning Odoo 17  New features - Odoo 17 Slides
E-learning Odoo 17 New features - Odoo 17 Slides
Celine George
 
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.pptFIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
ashutoshklal29
 
Odoo 17 Events - Attendees List Scanning
Odoo 17 Events - Attendees List ScanningOdoo 17 Events - Attendees List Scanning
Odoo 17 Events - Attendees List Scanning
Celine George
 
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
Nguyen Thanh Tu Collection
 
3. Maturity_indices_of_fruits_and_vegetable.pptx
3. Maturity_indices_of_fruits_and_vegetable.pptx3. Maturity_indices_of_fruits_and_vegetable.pptx
3. Maturity_indices_of_fruits_and_vegetable.pptx
UmeshTimilsina1
 
A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...
Association for Project Management
 
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdfASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
Scholarhat
 
JavaScript Interview Questions PDF By ScholarHat
JavaScript Interview  Questions PDF By ScholarHatJavaScript Interview  Questions PDF By ScholarHat
JavaScript Interview Questions PDF By ScholarHat
Scholarhat
 
MathematicsGrade7-Presentation-July-12024.pptx
MathematicsGrade7-Presentation-July-12024.pptxMathematicsGrade7-Presentation-July-12024.pptx
MathematicsGrade7-Presentation-July-12024.pptx
nolicaliso1
 
Lange and Roberts "DEIA in the Scholarly Landscape Session 5: DEIA in Peer Re...
Lange and Roberts "DEIA in the Scholarly Landscape Session 5: DEIA in Peer Re...Lange and Roberts "DEIA in the Scholarly Landscape Session 5: DEIA in Peer Re...
Lange and Roberts "DEIA in the Scholarly Landscape Session 5: DEIA in Peer Re...
National Information Standards Organization (NISO)
 

Recently uploaded (20)

Mail Server Configuration Using App passwords in Odoo 17
Mail Server Configuration Using App passwords in Odoo 17Mail Server Configuration Using App passwords in Odoo 17
Mail Server Configuration Using App passwords in Odoo 17
 
C# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdfC# Interview Questions PDF By ScholarHat.pdf
C# Interview Questions PDF By ScholarHat.pdf
 
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
11EHS Term 3 Week 1 Unit 1 Review: Feedback and improvementpptx
 
View Inheritance in Odoo 17 - Odoo 17 Slides
View Inheritance in Odoo 17 - Odoo 17  SlidesView Inheritance in Odoo 17 - Odoo 17  Slides
View Inheritance in Odoo 17 - Odoo 17 Slides
 
How to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POSHow to Manage Line Discount in Odoo 17 POS
How to Manage Line Discount in Odoo 17 POS
 
Our Guide to the July 2024 USPS® Rate Change
Our Guide to the July 2024 USPS® Rate ChangeOur Guide to the July 2024 USPS® Rate Change
Our Guide to the July 2024 USPS® Rate Change
 
How to Manage Access Rights & User Types in Odoo 17
How to Manage Access Rights & User Types in Odoo 17How to Manage Access Rights & User Types in Odoo 17
How to Manage Access Rights & User Types in Odoo 17
 
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
slidesgo-mastering-the-art-of-listening-insights-from-robin-sharma-2024070718...
 
Java MCQ Questions and Answers PDF By ScholarHat
Java MCQ Questions and Answers PDF By ScholarHatJava MCQ Questions and Answers PDF By ScholarHat
Java MCQ Questions and Answers PDF By ScholarHat
 
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...
 
E-learning Odoo 17 New features - Odoo 17 Slides
E-learning Odoo 17  New features - Odoo 17 SlidesE-learning Odoo 17  New features - Odoo 17 Slides
E-learning Odoo 17 New features - Odoo 17 Slides
 
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.pptFIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
FIRST AID PRESENTATION ON INDUSTRIAL SAFETY by dr lal.ppt
 
Odoo 17 Events - Attendees List Scanning
Odoo 17 Events - Attendees List ScanningOdoo 17 Events - Attendees List Scanning
Odoo 17 Events - Attendees List Scanning
 
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
BỘ ĐỀ THI HỌC SINH GIỎI CÁC TỈNH MÔN TIẾNG ANH LỚP 9 NĂM HỌC 2023-2024 (CÓ FI...
 
3. Maturity_indices_of_fruits_and_vegetable.pptx
3. Maturity_indices_of_fruits_and_vegetable.pptx3. Maturity_indices_of_fruits_and_vegetable.pptx
3. Maturity_indices_of_fruits_and_vegetable.pptx
 
A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...A beginner’s guide to project reviews - everything you wanted to know but wer...
A beginner’s guide to project reviews - everything you wanted to know but wer...
 
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdfASP.NET Core Interview Questions PDF By ScholarHat.pdf
ASP.NET Core Interview Questions PDF By ScholarHat.pdf
 
JavaScript Interview Questions PDF By ScholarHat
JavaScript Interview  Questions PDF By ScholarHatJavaScript Interview  Questions PDF By ScholarHat
JavaScript Interview Questions PDF By ScholarHat
 
MathematicsGrade7-Presentation-July-12024.pptx
MathematicsGrade7-Presentation-July-12024.pptxMathematicsGrade7-Presentation-July-12024.pptx
MathematicsGrade7-Presentation-July-12024.pptx
 
Lange and Roberts "DEIA in the Scholarly Landscape Session 5: DEIA in Peer Re...
Lange and Roberts "DEIA in the Scholarly Landscape Session 5: DEIA in Peer Re...Lange and Roberts "DEIA in the Scholarly Landscape Session 5: DEIA in Peer Re...
Lange and Roberts "DEIA in the Scholarly Landscape Session 5: DEIA in Peer Re...
 

School libraries – and learning What are the challenges? Associate professor Dr. Ross Todd, Rutgers University, New Jersey,

  • 1. Dr Ross J Todd Di rect or, Cent er f or Int ernat i onal Schol arshi p i n School Li brari es Rut gers, The St at e Uni versi t y of New Jersey ci ssl . sci l s. rut gers. edu rt odd@rut gers. edu www. t wi t t er. com/RossJTodd SCHOOL LIBRARIES AND NEWLEARNING The key Chal l enge: Poweri ng Up Mi nds and Poweri ng Up Machi nes
  • 2. Sessi on Goal s Key Chal l enge How can your school l i brary / l earni ng cent re support st udent s t o devel op t hei r ski l l s and abi l i t i es i n searchi ng, devel opi ng and di ssemi nat i ng i nf ormat i on and knowl edge so t hat t hey become act i ve producers of knowl edge and not j ust consumers of i nf ormat i on? School l i brari es as INQUIRY CENTRES Engagi ng Web 2. 0 envi ronment t o devel op i nqui ry, deep knowl edge and ski l l s, and creat i vi t y
  • 3. LISBOA Rita Dove US Poet Laureate 1993-1995 "The library is an arena of possibility, opening both a window into the soul and a door onto the world." Roger Rosenblatt US Author / Essasyist "A library should be like a pair of open arms." http://www.sis.buffalo.edu/faculty/ellison/q uotes/libquotesdn.html
  • 4. SLAMIT 4 • Journey • Exploration • Discovery • Action • Energy Construction • Destiny • Focus on the future
  • 5. Mel bourne Decl arat i on on Nat i onal Goal s School i ng i n t he Twent y- f i rst Cent ury www.wordle.net
  • 6. Li brary Pol i cy Tagcl oud www.wordle.net
  • 7. What i s a School Li brary? The school l i brary i s t he school ’ s physi cal and vi rt ual l earni ng commons where i nqui ry, t hi nki ng, i magi nat i on, di scovery, and creat i vi t y are cent ral t o st udent s’ i nf ormat i on- t o- knowl edge j ourney, and t o t hei r personal , soci al and cul t ural growt h. 
  • 8. Spr i ngf i el d Townshi p Hi gh School Vi r t ual Li br ar y ht t p: / / www. sdst . or g/ shs/ l i br ar y/
  • 10. Inqui ry- Based Learni ng • Framework f or qual i t y t eachi ng and l earni ng t hrough t he school l i brary • St udent s act i vel y engage wi t h di verse and of t en conf l i ct i ng sources of i nf ormat i on and i deas t o di scover new ones, t o bui l d new underst andi ngs, and t o devel op personal vi ewpoi nt s and perspect i ves. • Caref ul l y pl anned, cl osel y supervi sed, t arget ed i nt ervent i on( s) of an i nst ruct i onal t eam of school l i brari ans and t eachers t o gui de st udent s t hrough curri cul um based i nqui ry uni t s t hrough t he school l i brary t hat gradual l y l ead t owards deep knowl edge and underst andi ng.
  • 11. Gui ded Inqui ry KNOWLEDGE- BASED OUTCOMES Deep Knowl edge Deep Underst andi ng Probl emat i c Knowl edge Hi gher- order t hi nki ng Hi gh Expect at i ons St udent Di rect i on - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - It i s underpi nned by st i mul at i ng encount ers wi t h i nf ormat i on – encount ers whi ch capt ure t hei r i nt erest and at t ent i on, and whi ch mot i vat e and di rect t hei r ongoi ng i nqui ry. INFORMATION FOUDATION
  • 13. I nf or mat i on Sear ch Pr ocess • Qual i t at i ve expl orat i on of search process of hi gh school seni ors ( 1983) • 2. Qual i t at i ve st udy of ori gi nal sampl e af t er 4 years of col l ege ( 1988) • 3. Longi t udi nal st udy ( 1988) • 4. Qual i t at i ve and quant i t at i ve st udy of hi gh, mi ddl e and l ow achi evi ng hi gh school seni ors ( 1989) Kuhlthau, C. C. (2004). Seeking meaning: A process approach to library and information services. 2nd edition. Westport, CT: Libraries Unlimited.
  • 14. Information Search Process Carol Kuhlthau     Tasks Initiation Selection Exploration Formulation Collection Presentation Evaluation --------------------------------------------------------------------------------------------------------------------------------------------------------------- Feelings uncertainly optimism confusion clarity sense of satisfaction or (affective) frustration direction/ disappointment doubt confidence Thoughts vague----------------------------------------→focused (cognitive) ----------------------------------------------→ increased interest Actions seeking relevant information-------------------------------→seeking pertinent information (physical) exploring documenting Inf ormat i on- t o- Knowl edge Journey Zone of Intervention: the critical point / need for instruction GUIDED INQUIRY
  • 16. • Shi f t i n f ocus f rom f i ndi ng l ocat i ng and eval uat i ng i nf ormat i on t o one of usi ng i nf ormat i on, creat i ng knowl edge and shari ng of i deas. Shift in focus from finding locating and evaluating information to one of using information, creating knowledge and sharing of ideas.
  • 18. My Concer ns and Chal l enges: Web 2. 0 Need t o move beyond: • t echni cal ski l l s t o creat e spaces • dumpi ng and t ransmi ssi on of cont ent • superf i ci al i t y of engagement : t ransport at i on rat her t han t ransf ormat i on of t ext • l i mi t ed cri t i cal t hi nki ng & creat i vi t y Move t o t he i nt el l ect ual i nput of t hose spaces provi de i nt el l ect ual , soci al and t echni cal t ool s across t hese mul t i pl e envi ronment s t o f ost er creat i vi t y, knowl edge creat i on and product i on, bot h i ndi vi dual and col l aborat i ve, and t o f ost er t he i nt el l ect ual , soci al and cul t ural growt h of our young peopl e
  • 19. 6 Key Compet enci es i n al l l earni ng areas t hat draw on knowl edge, at t i t udes, and val ues i n ways t hat l ead t o act i on: 1. Thi nki ng: usi ng creat i ve, cri t i cal , and met acogni t i ve processes t o make sense of i nf ormat i on, experi ences, and i deas; devel opi ng underst andi ng, maki ng deci si ons, shapi ng act i ons, const ruct i ng knowl edge. Int el l ect ual curi osi t y i s at t he heart of t hi s compet ency. 2. Usi ng l anguage, symbol s, and t ext s: worki ng wi t h and maki ng meani ng of t he codes i n whi ch knowl edge i s expressed - wri t t en, oral /aural , and vi sual ; i nf ormat i ve and i magi nat i ve; i nf ormal and f ormal ; mat hemat i cal , sci ent i f i c, and Key Compet enci es i n t he Wi r ed G. I . Wor l d
  • 20. 3. Rel at i ng t o ot hers: i nt eract i ng ef f ect i vel y wi t h ot hers, l i st eni ng act i vel y, recogni si ng di f f erent poi nt s of vi ew, negot i at i ng, and shari ng i deas 4. Part i ci pat i ng and cont ri but i ng: bei ng act i vel y i nvol ved i n communi t i es; cont ri but i ng appropri at el y as group members 5. Techni cal mast ery of t he i nf ormat i on and knowl edge bui l di ng and shari ng t ool s 6. Managi ng sel f : sel f - mot i vat i on, a “can- do” at t i t ude, st udent s seei ng t hemsel ves as capabl e l earners; personal saf et y and prot ect i on – et hi cal aspect s Key Compet enci es i n t he Wi r ed G. I . Wor l d
  • 21. Et hi cal Issues  Techni cal vs i nt el l ect ual sol ut i ons  How t o respond t o i nappropri at e cont ent  How t o deal wi t h i nappropri at e cont ent : where, how and who of get t i ng hel p  How t o react t o i nappropri at e si t es  How t o manage probl emat i c conversat i ons  Sel f - prot ect i on i n t he wi red worl d  What i s appropri at e and i nappropri at e t o publ i sh and share onl i ne
  • 22. Di rect ory of Technol ogy Tool s ht t p: //c4l pt . co. uk/Di rect ory/ Cent re f or Learni ng & Perf ormance Technol ogi es 25 cat egori es of t ool s Al l t ool s 3, 098  Free Tool s 2, 354
  • 23. 1 Web browsers, pl ayers and readers 2 Soci al bookmarki ng t ool s 3 Bl oggi ng t ool s 4 RSS/Feed t ool s 5 Mi cro- bl oggi ng t ool s 6 Emai l t ool s 7 Inst ant messagi ng and chat t ool s 8 Product i vi t y t ool s ( personal and group) 9 Mi nd mappi ng t ool s 10 Present at i on t ool s 11 Present at i on shari ng t ool s 12 Document at i on and of f i ce sui t es 13 Li ve conf erenci ng, broadcast i ng and vi rt ual worl d t ool s 14 Inst ruct i onal t ool s 15 Screen capt ure and screencast i ng t ool s 16 Pol l i ng and survey t ool s 17 Web aut hori ng t ool s 18 Wi ki t ool s 19 Image/phot o t ool s 20 Audi o, podcast i ng and i Pod/i Phone t ool s 21 Vi deo t ool s 22 Personal dashboards 23 Course management syst ems 24 Soci al net worki ng t ool s 25 Int egrat ed soci al medi a and col l aborat i on t ool s and pl at f orms
  • 24. Gui del i nes f or Web 2. 0 t ool s sel ect i on • Does i t promot e cri t i cal t hi nki ng? • Does i t support ISP st ages? • Does i t provi de Gui ded Inqui ry t hrough i nt ervent i on and hel p • Does i t encourage aut hent i c l earni ng? • Does hel p gat her evi dence of st udent perf ormance and progress? • Does i t hel p us make t eachi ng deci si ons based on evi dence?
  • 26. Web 2. 0 Tool s • Bl oggi ng: l ogs / j ournal s/ di ari es on t he i nt ernet ; chronol ogi cal , si ngl e aut horshi p; mul t i pl e f orms, wi t h pl ug- i ns ( wi dget s) f or mi xi ng of cont ent , l i nks • Wi ki s: col l aborat i ve, edi t abl e wri t i ng spaces: col l ect i ve knowl edge • Podcast i ng: di st ri but i ng compressed audi o across i nt ernet ; screencast i ng, vi deocast i ng • RSS: Real Si mpl e Syndi cat i on / Ri ch Si t e Summary: f eed of cont ent col l ect ed and organi zed t hrough aggregat ors • Soci al Net worki ng; Soci al Bookmarki ng • Onl i ne phot o gal l eri es: publ i shi ng,
  • 27. Bl oggi ng • Logs / j ournal s/ di ari es on t he i nt ernet ; chronol ogi cal , si ngl e aut horshi p; mul t i pl e f orms, wi t h pl ug- i ns ( wi dget s) f or mi xi ng of cont ent , l i nks • Each i ndi vi dual post i ng has a st abl e address ( “permal i nk”) al l owi ng ref erence; “pi ng- back” mechani sm al l owi ng aut hors t o know when ot her bl ogs have ci t ed t hei r post s • 175, 000 bl ogs creat ed dai l y ( CEO Technocrat i ) ( search engi ne f or bl ogosphere) • Why bl og – express personal bel i ef s • Get t i ng st art ed: l i vej ournal . com; bl ogger. com; bl ogst er. com; et ri bes. com; WordPress. com; edubl ogs. org
  • 31. Bl ogs: Act i ve Wri t i ng Spaces • What const i t ut es a sust ai ned response? Whose voi ce i s bei ng heard? - Exposi t ory response: provi si on of i nf ormat i on; requi res cl ari t y and st rong organi zat i on of i deas; Aut hent i ci t y and accuracy of f act s; source of f act s • Expl anat ory response: f ocus i s on expl anat i on: how and why - Cri t i cal response: addressi ng post i ngs wi t h argument / evi dence anal ysi s; Present s your own poi nt of vi ew – support ed by rel evant f act s, drawn f rom sources, and present ed i n a l ogi cal manner. - Anal yt i cal response: compari son, anal ysi s, i dent i f yi ng pat t erns, t rends, t hemes, i ssues, associ at i ons across post i ngs - Synt het i cal response: Devel opi ng concl usi ons, est abl i shi ng personal vi ewpoi nt s and perspect i ves, generat i ng posi t i on st at ement s f rom mul t i pl e post i ngs; combi ni ng i deas i n f resh ways t o present new i nsi ght s
  • 32. Ref l ect i ve Response • What have I l earned about t hi s cl ass act i vi t y? • What are my most i mport ant i deas? • What concl usi ons can I draw based on my underst andi ng • What are i mpl i cat i ons, consequences of what I have l earned? • What ot her quest i ons come t o mi nd t hat I coul d i nvest i gat e? • What do I wi sh I had done di f f erent l y? • What were some of t he di f f i cul t i es I
  • 33. Personal Ref l ect i on • What worked wel l ? • What pl eased me? • How do I know t hat i t was successf ul ? • Who can/di d I share my success wi t h? • What di d I do t hat hel ped me t o: - prepare f or t he t ask - creat e new i deas - pract i se new ski l l s - i mprove exi st i ng ski l l s - modi f y my l earni ng habi t s - f i nd rel evant i nf ormat i on or mat eri al s - organi se i nf ormat i on or mat eri al s - correct l y summari se i nf ormat i on - underst and unf ami l i ar i deas - t ake rel evant not es - use my exi st i ng knowl edge or ski l l s - represent i nf ormat i on i n meani ngf ul ways? • What coul d I do di f f erent l y next t i me? • What f act ors i nf l uenced my abi l i t y t o l earn? • What mi ght hel p me l earn more about t hi s?
  • 34. Eval uat i ng Bl ogs Some Cri t eri a • Who i s t he bl ogger? • What sort s of mat eri al s i s t he bl ogger readi ng or ci t i ng? • Does t hi s bl ogger have i nf l uence? Is t he bl og wel l - est abl i shed? Who and how many peopl e l i nk t o t he bl og? Who i s comment i ng on t he post s? Does t hi s bl og appear t o be part of a communi t y of bl ogs? ( The best bl ogs are l i kel y t o be hubs f or f ol ks who share i nt erest s wi t h t he bl ogger. ) • Is t hi s cont ent covered i n any dept h, wi t h any aut hori t y? • How sophi st i cat ed i s t he l anguage, t he spel l i ng? • Is t hi s bl og al i ve? It t here a subst ant i al archi ve? How current are t he post s? • Is t he bl ogger upf ront about hi s or her bi as? Does t he bl og recogni ze/di scuss ot her poi nt s of vi ew? ( For cert ai n i nf ormat i on t asks- - an essay or debat e- - bi as may be especi al l y usef ul . St udent s need t o recogni ze i t . ) • If t he bl ogger i s not a t radi t i onal “expert , ” i s t hi s a f i rst - hand vi ew t hat woul d al so be val uabl e
  • 35. BLOGS Pot ent i al Uses • Bui l di ng background knowl edge: exposi t ory and expl anat ory responses eg present 5 new f act s I have l earned; • Focus- Formul at i on: Quest i oni ng response: devel opi ng t he deep quest i ons t hrough i nt errogat i on of post i ng( s) What quest i ons spri ng t o mi nd as you read t hi s • Col l ect i on: Aut hent i c research t ool : dat a col l ect i on - > anal ysi s and synt hesi s of i deas • Ref l ect i ve response t o i nst ruct i onal program • Cl ass port al f or communi cat i on
  • 36. Wi ki s • Col l aborat i ve, edi t abl e spaces: col l ect i ve knowl edge ( eg Wi ki pedi a: eg Tsunami 2004 – 9hrs f or f i rst 76 word st ory; 48 hours l at er, 6, 500 words and edi t ed 1, 200 t i mes; wi ki how. com; wi ki t ravel . com) • Open, cont ri but ory, l i vi ng document s; peopl e work t oget her t o generat e and mai nt ai n a document • Soci al const ruct i on of knowl edge; negot i at i on of meani ng: group’ s best ef f ort , not an i ndi vi dual ; communi t y wat chdog, sof t securi t y • Worki ng as a t eam / group / communi t y i n a shared i nf ormat i on space: gi vi ng st udent s cont rol of knowl edge const ruct i on and edi t ori al cont rol – responsi bi l i t y and ownershi p
  • 37. Scaf f ol ds f or Worki ng i n a Wi ki : What does i t t ake? • Const ruct i ng t he sust ai ned response + creat i ve + publ i shi ng compet enci es • How t eams work t oget her i n saf et y and securi t y • Deal i ng wi t h t eam i ssues, conf l i ct eg someone edi t s wi t hout j ust i f i cat i on / expl anat i on; argument s • Negot i at i on ski l l s: negot i at i ng t o agree on correct ness, meani ng, rel evance • Team management / proj ect management : pl anni ng, t i mel i nes, rol e assi gnment , del egat i on • Communi cat i on eg expl ai ni ng i nt ent i ons behi nd edi t s • Document management / versi ons
  • 38. What t o do wi t h Wi ki pedi a • St udent s use W. t o brai nst orm i deas, bui l d background knowl edge – you wi l l not st op i t ! - hi ghl i ght pocket s of knowl edge / gaps • Take group t hrough a key Wi ki pedi a art i cl e on a t opi c rel at ed t o cl ass work, poi nt i ng out i t s st rengt hs and weaknesses, and i nvi t i ng t he cl ass t o edi t i t • St udent s use ot her sources t o det ermi ne accuracy of t he f act s i n a Wi ki pedi a art i cl e: • Assi gn groups of st udent s t o eval uat e Wi ki pedi a ent ri es, usi ng research f rom ot her sources as an eval uat i ve t ool ; compare and cont rast ; deal wi t h conf l i ct i ng i deas • The cl ass t akes on creat i ng speci f i c Wi ki pedi a art i cl es rel at ed t o cl ass work: Cl ass creat es, expands and updat es t he art i cl es. A col l ect i on of “t eacher approved” art i cl es can be produced i n many subj ect s, maki ng Wi ki pedi a bet t er as t i me goes on. • Wat ch what happens: modi f i cat i on, spammed, and how t o deal wi t h t hi s
  • 39. Wi ki Opport uni t i es • Brai nst ormi ng: TOPIC – what , when where, why et c • Bui l di ng background knowl edge of a curri cul um t opi c eg Cont ent Ji gsaw • Col l ect i ve not ebook / col l ect i ve st udy gui de • Met a- l anguage: gl ossari es of key words • Const ruct a pi ct ure of pri or knowl edge – i dent i f y pocket s of expert i se and knowl edge gaps; mi sconcept i ons, i naccuraci es • Col l aborat i ve resource l i st s • Peer assessment / f ormat i ve assessment : Knowl edge creat i on, draf t i ng, revi ew,
  • 40. Eval uat i ng Wi ki s • What i s t he purpose of t he col l aborat i ve proj ect and who began i t ? • How many peopl e appear t o be i nvol ved i n edi t i ng t he wi ki ? • Does i t seem t hat t he i nf ormat i on col l ect ed i s i mproved by havi ng a vari et y of part i ci pant s? • How heavi l y edi t ed were t he pages you pl an t o use? • How ri ch i s t he wi ki ? How many pages does i t cont ai n? • Does t he proj ect appear t o be al i ve? Are f ol ks cont i nui ng t o edi t i t ? • Does t he i nf ormat i on appear accurat e? Can I val i dat e i t i n ot her sources? Can I t ri angul at e? ( In: Web 2. 0 Meet s Inf ormat i on Fl uency. By
  • 41. Maxi mi ze avai l abl e t ool s eg: • wordl e. net • wordsi f t . com • wal l wi sher. com • googl e. com - Wonder Wheel • googl e. com/squared
  • 44. Met al anguage Comprehensi on Readi bi l i t y
  • 45. www. wordl e. net • Readabi l i t y of t ext s • Ident i f i cat i on of cent ral concept s / vocabul ary • Rel evance of f ocus • Comparat i ve anal ysi s: anal ysi s, cri t i cal t hi nki ng eg cont rast speeches, compare hi st ory t o hi st ori cal f i ct i on; t hemes i n l i t erat ure; compare f or bi as • Summari es of wri t i ng pi eces • Hi ghl i ght assessment cri t eri a • Summary f or di scussi ng report s • Guess t he Fai ryt al e / Count ry / = Background knowl edge • Summari zi ng cl assroom pol l s / surveys • Cust omi zi ng i mage headers f or research t ask present at i on • Thi rt y- Ei ght Int erest i ng Ways* t o use Wordl e i n t he Cl assroom ht t p: //di gi gogy. bl ogspot . com/2009/04/t hi rt y- ways- t o- use- wordl e. ht ml
  • 47. www. wordsi f t . com
  • 48. www. wordsi f t . com
  • 50. www. wal l wi sher. com • Brai nst ormi ng • Underst andi ng of l earni ng / assessment cri t eri a • Col l ect i ng f act s / not e t aki ng– t hen anal yzi ng i nt o pat t erns / t rends • St udent generat ed resource l i st f or research t ask • Ref l ect i ons on l earni ng
  • 51. Googl e: wonderwheel and squared
  • 55. Ti me Li ne: Ned Kel l y
  • 57. Googl e. com/ squar ed
  • 58. Googl e. com/Squared Gui ded Inqui ry • Topi c sel ect i on • Bui l di ng background knowl edge • Show how f act ual i deas can be organi zed • Vi sual and t ext ual l i nk – t o f ocused resources • Ai d t o i n- dept h anal ysi s • Ot her?
  • 60. www. t wi t t er. com
  • 61. Twi t t er Resources 10 t hi ngs t eachers shoul d know t o get st art ed wi t h t wi t t er ht t p: //azk12. org/bl og/archi ves/46- 10- Thi ngs- Teachers- Shoul d- Know- t o- Get - St art ed- wi t h- Twi t t er. ht ml • New search engi ne t hat al l ows you t o search googl e and t wi t t er si mul t aneousl y • ht t p: //t woogl e. browsys. com/ 25 ways to use twitter http://docs.google.com/Pr esent? docid=dhn2vcv5_118cfb8 msf8&pli=1&skipauth=tru e
  • 62. www. t wi t t er. com Gui ded Inqui ry Set up cl ass t wi t t er account : • Col l at e cl assroom vi ews • Dat a col l ect i on ( use cl ass t weet s or Twi t t er Pol l : ht t p: //t wt pol l . com/ • Summari se t opi cs/vi ews as t weet s Teach bi t e- si zed i nf o • Preci s, t hen el aborat i on • Produce a Tweet di al ogue bet ween t wo opposi ng charact ers i n rel at i on t o t opi cal i ssue • Craf t i ng a concl usi on st at ement ( 140 charact ers) • Poet ry wri t i ng / sl ogan wri t i ng • Gl obal assembl y – ask net work t o comment on i ssue / t opi c • Communi cat e wi t h expert s • Ref l ect i ons on l earni ng ( al l ow parent s t o f ol l ow) • Inf ormat i on search: f i nd websi t es, pi ct ures, or
  • 63. ht t p: //www. bubbl . us/ brai nst ormi ng sof t ware
  • 64. Exampl e of Bubbl . us
  • 65. Di gi t al St oryt el l i ng • ht t p: //capzl es. com/ • Combi ne vi deos, bl ogs, mp3s, phot os, t ext i nt o mul t i medi a st ory l i nes • ht t p: //www. t i kat ok. com/ • Where chi l dren wri t e, publ i sh t hei r own st ory • ht t p: //gl ogst er. com • Int eract i ve post ers • www. f ot opedi a. com • Col l aborat i ve phot o- encycl opedi a
  • 67. ht t p: //www. t i kat ok. com/
  • 68. ht t p: //www. gl ogst er. com/
  • 69. ht t p: //www. f ot opedi a. com/
  • 70. Ot her Resources • Debat e Graph: wi ki debat e vi sual i zat i on t ool • ht t p: //debat egraph. org/ • Argument mappi ng • ht t p: //www. aust hi nk. org/cri t i cal /pages/argum ent _mappi ng. ht ml • Mi ndmappi ng: Onl i ne Mi nd Mappi ng Sof t ware • ht t p: //www. mi ndomo. com/ • Concept Mappi ng / Graphi c Organi zers • ht t p: //www. graphi c. org/ • ht t p: //mywebspi rat i on. com/ Col l aborat i ve vi sual t hi nki ng – bet a versi on
  • 71. Dat a Col l ect i on: Aut hent i c Research • Pol l Daddy ( f ree account ) • ht t p: //pol l daddy. com • Zoho Pol l s ( f ree account ) • ht t p: //pol l s. zoho. com/ • SurveyMonkey ( sophi st i cat ed anal yses) • ht t p: //www. surveymonkey. com/ • Bl ogs, Twi t t er as si mpl e dat a col l ect i on t ool s
  • 72. Bj örk “New Worl ds” i n “Sel masongs” al bum “If l i vi ng i s seei ng I’ m hol di ng my breat h In wonder – I wonder What happens next ? A new worl d, a new day t o see”
  • 73. Hal l of Fame Resear ch “ Gr eat ness” • Where/when born, di ed, l i ved • Educat i on/Jobs/Care er • Chal l enges overcome • Qual i t i es t hat l ed t o great ness • Awards/Commendat i on s • Pol i t i cal of f i ces hel d • Best remembered f or what 
  • 74. Cri t i cal t hi nki ng and Deep Knowl edge? Wal t Whi t man ( Camden) Consi der ed by many t o be t he most i nf l uent i al poet i n U. S. hi st or y
  • 75. • Class blog: personal viewpoint on greatness • Creative writing: My dream of greatness • Sharing writing on class wiki • Class blog: synthesis of responses: what seems to be the idea of “greatness” in the class • Matching personal dreams with NJ database: search skills • Building background knowledge: life and times of people of interest; selecting focus • Creative knowledge building interventions: putting ideas together; Usi ng vari et y of anal yt i cal met hods; Formi ng evi dence- based opi ni ons / vi ewpoi nt s; Devel opi ng concl usi ons & posi t i ons; posi t i ng act i ons, i mpl i cat i ons and sol ut i ons; ref l ect i ng on t hese i n t erms of ori gi nal knowi ng • Wiki to share final products: group review and reflection Inst ruct i onal Int ervent i ons
  • 76. Lonely, Nervous, Brave, Determined, Sassy Daughter of parents who filled their house with music Music must have filled her loneliness when her father died Moved to New York for a better life. Who loved the night magic of Harlem, Who loved the celebrities and begging for autographs with her friends Who really loved singing and scatting Who loved her Aunt that took care of her as a child. Who felt loss, when her mother died Who felt anger when she was put in an orphanage Who felt trapped in those walls but they couldn’t keep her down because she felt the pull of her song and the night magic of Harlem. Who felt nervous and fear at auditions Who feared not being able to sing because she had no one to care for her Who feared dying from diabetes and possibly going blind, Who feared whom she would pass her singing crown down to Who wanted to see someone take over her singing crown Who would have liked to have spent more time with her late parents Who wanted to work with the best bands Who changed the world of jazz and swing Who was very proud of her awards and achievements She was “The First Lady Of Song”; she was “Sassy” and a Legend of Jazz Born in Virginia, grew up in New York, adopted by the world. Ella was great Fitzgerald Ella