The document outlines the transformation of information literacy for today's students through the Media 21 project, emphasizing participatory librarianship and the integration of social media and web 2.0 tools in education. It details various components of the project, including collaboration between librarians and teachers, student reflections on blogging and wikis, and the evolution of learning activities over several months. Key goals include promoting inquiry, collaboration, and the development of personal learning networks, while adapting to challenges and embracing a culture of messy learning.

1. Transforming Information Literacy for NowGen Studentspresented by buffy hamilton | crste cyberconference | february 28, 2010Image used under a CC license from http://www.flickr.com/photos/soozwhite/400383483/sizes/o/in/photostream/

2. seeds of the media 21 project

3. participatory librarianship and the work of david lankes

4. inviting and creating spaces for…cc licensed flickr photo by Suttonhoo: http://www.flickr.com/photos/suttonhoo22/2512983749/

5. participationcc licensed flickr photo by domesticat: http://flickr.com/photos/domesticat/2538309841/

6. conversationscc licensed flickr photo by Laenulfean: http://flickr.com/photos/laenulfean/2913482048/

7. knowledge constructioncc licensed flickr photo by Ian Muttoo: http://flickr.com/photos/imuttoo/2631466945/

8. values learning as conversation over information objectscc licensed flickr photo by Siebuhr: http://flickr.com/photos/msiebuhr/987572658/

9. inquiry centered

10. libraries are in the change business

11. connectivism

12. “learning is the process of creating connections and developing a network.”

22. Media 21 Capstone Proposal ComponentsBrief research paper on technologies and learning theories reflected in the project proposal.Project prospectusCompletion of project rubric

23. Identification of the LoTI (Levels of Teaching Innovation)Essential questionsGeorgia Performance StandardsAASL Standards for 21st Century LearnersISTE Standards for StudentsProject DescriptionTechnologies UsedAdditional Materials To Be Purchased Administrative SupportProject Prospectus

24. Research as an ongoing learning experienceExpanding students’ concepts of authority Introducing ways to use social media and web 2.0 tools for information managementMedia 21 Goals

25. Introduction and exploration of the concept of personal learning networksEmphasis on inquiry and collaborationHands on experience with alternate ways of producing and sharing knowledgeMedia 21 Goals

26. Scaffold students’ ability to become their own information filters and to build their own information dashboardsConnect students with outside experts Explore ways to connect our learning to a real world project or initiativeMedia 21 Goals

27. Two sections of 10th Honors Literature/CompositionNine-twelve week studyConceptual model of librarian and classroom teacher as co-teachers in an integrated settingMedia 21 Target Groups and Timeline

28. the chemistry of collaboration: the dynamics of the media 21 project

30. media 21 project implementation

31. august 2009: building blocks for learning

32. Introduction of concept of “networked student”Introduction of essential learning tools and cloud computing(wikis, gmail, google docs, blogs, )Exploration of social media as an information source for researchAugust 2009

33. create conversations about collaborative knowledge building using wikis and inquiry based activities1.1.9 collaborate with others to broaden and deepen understanding1.3.4 contribute to the exchange of ideas within the learning community4.1.7 use social networks and information tools to gather and share information

54. August 2009 Observations and ReflectionsTime: more needed than anticipated for learning activities and student collaboration; 50 minutes is not enough for this kind of immersed learningmore needed than anticipated for planning, creating, reflectingStudent engagementEmbracing messinessStudent patience and open-minded outlook

55. september 2009:connecting learning and social media to the world

56. Inquiry into social media for social goodIntroduction of our Issues in Africa research initiative and literature circles: book tastingMid quarter reflectionsSeptember 2009

66. Midquarter Student ReflectionsWhen I blog I feel like I have a voice and that people are listening. Even if my blog doesn’t have a high rating I still know it is mine and my words. To think of my self as a resource is an awesome idea. Blogging can be a bit challenging, but I think that is what makes it fun. If there is not a challenge then it takes the fun out of learning. Also, I think it helps my only study and research skills. I can use a personal blog to put together a study guide or outline for a test. No matter what, I always find a new way to use my blog.Jennifer S.

67. Midquarter Student ReflectionsI have learned from the blogs, because I have to type the information and think about it rather then mindlessly transferring information from paper to paper as I have done in every other class. I enjoy the blogs because they are quick and easy to review, edit, or read. The wikis are helpful and easy to post to, and it is helpful to see everybody’s input on a subject matter. Google Docs and Sites are a major advancement because I don’t have to keep up with a flash-drive, or worry about converting a Word document for e-mailing. All of these new learning tools are relieving a lot of stress in school, and making it significantly easier to learn. I am looking forward to putting them to further more in depth use as we move on this year.Nolan W.

68. Midquarter Student ReflectionsI have improved so much on the information I can collect in the time allotted, writing blog responses, staying on task, and keeping caught up with all the work that needs to be done. The thing I am most proud of is how much my writing has improved just by writing one persuasive essay and many blogs posts and responses. Not only can I tell that my writing has had great progress in my English course, but also in my other classes too. My performance in writing, comprehending, and socializing has been greatly influenced by learning the many tools these past 2 months.Lindy S.

69. Midquarter Student ReflectionsI have learned about the usefulness of wikis and how they can be used to share information as a group. It helped me understand how Wikipedia and other wikis actually work and function as learning tools. The introduction of learning through blogging on the site WordPress, was also a new experience to me. I was interested to find that some blogs actually contain credible information and not just opinion based articles.Loren T.

70. Students extended learning to real-world situationsStudents loved Google Docs, Gmail, Google Sites, and bloggingStudents had mixed feelings about the Wetpaint wiki---some found it confusing to navigateSeptember 2009 Reflections and Observations

71. Students loved group and collaborative activitiesStudents indicated they needed help with certain writing strategiesSome students indicated they needed help managing multiple class streams of information and toolsSeptember 2009 Reflections and Observations

72. october-november 2009: pulling it all together for painting a bigger picture of learning

73. Introduction of our Issues in Africa research initiative and literature circlesUsing the tools for original content creationUsing the tools for reflection and transparencyUsing the tools for collaborative knowledge buildingOctober-November 2009

75. Two in-class literature circle meetings each week (each group determined its own reading schedule)Each literature circle creates and shares a lit circle wiki created with Google Sites; lit circle meeting notes and comments are maintained in this space on a weekly basisTwo weekly reading journals (posted to individual blog) per weekStudent Learning Activities: Issues in Africa

76. A weekly research reflection is required on individual blogs each weekThree days in class per week for research and research mini-lessons and/or to work on multigenre projectsStudents use Diigo to bookmark web-based resources; they may use Diigo to create web-based notes/annotationsStudents use Noodletools for citation management; they may also use the electronic notecard featureStudent Learning Activities: Issues in Africa

77. Blog postsLit circle wikisDiigo bookmarksNoodletools list and notesA written paper Five multigenre artifacts and reflectionsA learning portfolio created in Google SitesLearning Artifacts: Issues in Africa

78. create conversations about adaptability and research strategies using blogs1.2.5 demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success1.2.6 display emotional resilience by persisting in information searching despite challenges1.4.1 monitor own information-seeking processes for effectiveness and progress, and adapt as necessary4.1.7 use social networks and information tools to gather and share information

79. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or strategies when necessary to achieve success. 1.1.9 Collaborate with others to broaden and deepen understanding.

82. blogs

83. blogs

85. create conversations about alternate representations of knowledge, organizing knowledge, sharing learning reflections, and sharing resources.2.1.1 continue an inquiry- based research process by applying critical- thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge2.1.4 use technology and other information tools to analyze and organize information3.1.2 participate and collaborate as members of a social and intellectual network of learners.3.1.1 conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.

86. create conversations about collaboration, leadership, and social responsibility for shared knowledge construction2.1.5 collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems3.2.1 demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations3.2.2 show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions4.1.7 use social networks and information tools to gather and share information

87. diigo: sticky notes/highlighting

88. diigo: sticky notes/highlighting

99. Most students embraced the freedom and responsibility for learning given to themStudents liked having flexibility in the kinds of information sources they could useStudents especially liked using Google News and Gale Global Issues in ContextStudents did not use as many social media sources as I anticipatedOctober-November 2009 Reflections and Observations

100. Some student resistance to student inquiry; disruption of school culture of learningSome students fell behind and experienced difficulty keeping up due to absences caused by a major virus outbreak in our school during OctoberTime for me to actively reflect and compose those reflections on my blogOctober-November 2009 Challenges

101. november-december 2009: synthesizing ideas with presentation zen

102. Presentation zenDigital citizenshipCreative CommonsNovember-December 2009

103. create conversations about digital citizenship and ethical use of information1.3.3 follow ethical and legal guidelines in gathering and using information

109. Student Reflections on Presentation Zen“I like that I cannot rely on my slides as much. It requires me to actually learn what my project is about and not just copy and paste a whole paragraph into my power point then read it right off the slide when I am presenting. I felt that I was more connected to the class while presenting and I really liked that, it made me feel better about myself while I was actually up in front of the class.”

110. Student Reflections on Presentation Zen“I like the whole “simple picture, simple text” concept. I think this method actually gets the presented message across to the audience more powerfully and emotionally than busy, chaotic slides. This method also forces the presenter to present to the AUDIENCE and talk from what he/she knows rather than look at the slides and read right off of the slide with no communication to the audience.”

111. Student Reflections on Presentation Zen“I like it SO much more. You feel so much more comfortable and relaxed when you can just look at your audience instead of reading bullets off a power point. Thank you to Mrs. Lester and Mrs. Hamilton. I know that my grade does not match with how much I have learned. Even though my grade isn’t what I would hoped it to be, the learning I have received will be with me forever, and for that I am strongly appreciative.”

112. Students embraced the principles and concepts of presentation zenStudents overcame their fears of public speakingStudents wondered if we could continue learning in this kind of environmentAssessment sometimes feels murkyNovember-December 2009 Observations/Reflections

114. what have I learned?

115. it takes time to grow a learning environment and learners rooted in connectivism and participatory culture

116. baby steps are OK

117. anticipate some pushback

118. embrace messy learning

119. collaboration, teamwork, and the power of your own personal learning network inspire innovation and risk taking

121. future directions

122. help students plug into an expanded menu of information sources

123. continue to nurture and scaffold metacognition and critical thinking as we expand our definition of information literacy

124. help students forge their own paths for learningImage used under a CC license from http://www.flickr.com/photos/suburbanbloke/723665503/sizes/o/

127. filter selectively to cultivate their interests and passions for lifelong learningImage used under a CC license from http://www.flickr.com/photos/zoso_tc/3084308306/sizes/o/in/set-72157612566643154//

128. expand our students’ universecc licensed photo by http://www.flickr.com/photos/skiwalker79/3855880846/sizes/l/in/photostream/

129. contact informationbuffy.hamilton@gmail.comhttp://theunquietlibrarian.wordpress.comhttp://theunquietlibrarian.wikispaces.com