How does the project detailed in the video support research process that consistent with the kind of research people encounter in the workplace?
Dr. Willie Smits problem-based learning initiative of saving the rainforest in Borneo supports the research process consistent with workplace research by creating an authentic topic that students feel passionate about. The DeforestACTION project empowers students to take real action by embracing 21st century learning through the use of technology. Through this project, students use the best technology to collaborate with other around the globe, creating interactive learning. Students are motivated to create positive change in the environment. Students can research causes of the issues and through creative and critical thinking suggest solutions.
How does this project support new literacies?
The New Literacies and 21st Century Technologies article states that "students must become proficient in the lew literacies of 21st-century technologies" to be fully literate in today's world. Projects like the DeforestACTION project allow students to use 21st century technologies to research and connect collaboratively with others around the world. New literacies are constantly being replaced by even newer literacies. In order to stay on the forefront of change, educators must effectively intergrate new technologies into the classroom. Problem-based learning, like this project, allow students critical 21st century work skills - including: collaboration, critical thinking, research, social, technological and political skills.
References:
International Reading Association. (2009). New Literacies and 21st Century
Technologies. Retrieved from http://www.reading.org/Libraries/position-statements-and-resolutions/ps1067_NewLiteracies21stCentury.pdf.
International Society for Technology in
Education. (2012). ISTE 2012 Wednesday Keynote Dr. Willie Smits with Christopher
Gauthier. Retrieved from https://www.youtube.com/watch?v=U7-qjllPCOo.
Jenkins,
Henry. (2008).What can Wikipedia Teach Us About the New Media Literacies.
Retrieved from http://hosted4.mediasite.com/mediasite/Viewer/?peid=a3224ae765a64c70a8e33ee164992f511d
Thursday, July 25, 2013
Week 9 - Rough Draft
This is my rough draft. I'm still playing with transitions and need to put credits on the end. It is way longer than I expected it to be.
Week 8 - StoryBoard
CyberBullying StoryBoard
I chose to do my sample Citizen Journalism storyboard on Cyberbulling. It is pretty generic because I wanted it to meet valid across the spectrum. I plan on doing my digital report on either PhotoStory or MovieMaker. My computer has been acting insane...so, which ever works best :)
I chose to do my sample Citizen Journalism storyboard on Cyberbulling. It is pretty generic because I wanted it to meet valid across the spectrum. I plan on doing my digital report on either PhotoStory or MovieMaker. My computer has been acting insane...so, which ever works best :)
Wednesday, July 24, 2013
Week 6 - Citizen Journalism Overview
As I may have mentioned, I am a Girl Scout leader. The Girl Scout organization has revamped the program over the last couple years. For the older girls, they are incorporating more technology and 21st Century skills. Girl Scouts now go on "Journey"s. This year my Cadette troop will be completing the aMaze Journey. aMaze deals with the 'twists & turns' of relationships, friendship and bullying. One suggested activity in this journey is that girls make a Public Service Announcement concerning bullying. For my citizen journalism project, I will create a TrackStar that walks the girls through the digital storymaking process. (Two birds, one stone!)
We tried a similar project last year. The girls seemed frustrated and lost. I'm extremely excited about using TrackStar for this activity. I think it will alleviate much frustration on everyone's part.
Identify resources students will use to create their print texts, people to interview, phenomenon to observe that would enable your students to become a citizen journalist.
How to Create a Digital PhotoStory
How to Create the Perfect Public Service Announcement
Girl Scout PSA Examples
What defines bullying?
Statistics about bullying
Who can you talk to if you are being bullied?
Additionally, I think it would be a good idea for the students to interview people in the community, including members of the Braxton Kindness Campaign and school counselors. Students will be required to observe student interaction during recess and lunch activities.
Identify lesson plans or resources that you would use to design a Citizen Journalism project.
For this project, we would just the Girl Scout aMaze journey book.
Additional lesson plan resources are:
It Does Matter
Bullyfree.com Lesson Plans
Lesson Plans
Identify the media tools students will use to create their final product.
Students will be required to create a digital photostory, illuminated text or digital film.
Students will use:
Online Collaboration Websites
Social Networking Sites
Video Sharing Sites
Photo Sharing Sites
Blogging
Survey Widgets
We tried a similar project last year. The girls seemed frustrated and lost. I'm extremely excited about using TrackStar for this activity. I think it will alleviate much frustration on everyone's part.
Identify resources students will use to create their print texts, people to interview, phenomenon to observe that would enable your students to become a citizen journalist.
How to Create a Digital PhotoStory
How to Create the Perfect Public Service Announcement
Girl Scout PSA Examples
What defines bullying?
Statistics about bullying
Who can you talk to if you are being bullied?
Additionally, I think it would be a good idea for the students to interview people in the community, including members of the Braxton Kindness Campaign and school counselors. Students will be required to observe student interaction during recess and lunch activities.
Identify lesson plans or resources that you would use to design a Citizen Journalism project.
For this project, we would just the Girl Scout aMaze journey book.
Additional lesson plan resources are:
It Does Matter
Bullyfree.com Lesson Plans
Lesson Plans
Identify the media tools students will use to create their final product.
Students will be required to create a digital photostory, illuminated text or digital film.
Students will use:
Online Collaboration Websites
Social Networking Sites
Video Sharing Sites
Photo Sharing Sites
Blogging
Survey Widgets
Week 5 Activity - Final TrackStar
TrackStar Link
My TrackStar poses the question: Why is it important to use technology in the classroom? Each track exams a step in website validation, with the final track instructing students to use all they've learned to validate the final webpage.
My TrackStar poses the question: Why is it important to use technology in the classroom? Each track exams a step in website validation, with the final track instructing students to use all they've learned to validate the final webpage.
What are the strengths of your TrackStar in terms of promoting content learning and information literacy?
My TrackStar teaches an important information literacy skill of website and information validation.
Students are given several articles from differing domains (i.e. .gov, .com, .org).
The tracks walk them through the steps of validating information while learning the importance of technology in the classroom.
How does your TrackStar differ from typical classroom research projects and how it better prepare students for research in the workplace?
TrackStar differs from typical classroom research projects by guiding students step-by-step through the process. This engages students and keeps them actively involved. Additionally, it teaches critical thinking skills, through which the students must consider the validity of the information they are putting into their reports. Critical thinking skills are vital for the 21st Century Workplace. With the vast amounts of data available online, it is important students be able to distinguish bias and credibility in what they read.
Monday, July 22, 2013
Weekly Reading #9
"Just as it is important for students to learn critical literacy skills when it comes to accessing, understanding, and synthesising information, it is equally important to learn how to carefully craft our words to adequately
meet our purposes."
When dealing with any type of social networking site, it is important to carefully craft our words to adequately meet our purposes. Irony, sarcasm and sincerity do not often translate well in text. The true intention of a post may be lost or misinterpreted by others. I see this often on FaceBook.
The Internet can offer an anonymous platform for people. People often use this platform to express opinions that are not mainstream However, when dealing with classroom type social networking, students and teachers need to respect the beliefs and opinions of others. "Think before you speak" and "If you don't have anything nice to say, don't say anything at all" definitely come to mind when dealing with social media.
100 Inspiring Ways to Use Social Media in the Classroom provides examples of how to use social media within a classroom. Some of the ideas are really interesting. I thought this is a great starting place to get ideas. Some of the ideas include: "Tweeting famous conversations" - for example, between Romeo and Juliet."Collaborate with professionals" via Skype, for example. Additionally, it includes several social media tools for students - bil.ly, TwitPic, QuoteURL, CiteMe, Class Notes, etc.
1. What makes a literacy practice a "new literacy"?
According to the article, new literacies are not merely technical or 'operational' competencies but are situated within a new mindset about knowledge.
2. How does might Citizen Journalism support the development of "new literacies"?
Locating and organizing online information is a new literacy. Using sites such as TrackStar allow for teachers to provide students annotations. Additionally, students can perform website validation. These skills enable them to search and evaluate information online more efficiently.
3. What is critical literacy and how does your Citizen Journalism project encourage critical literacy? How might you change your project to encourage critical literacy?
A critical literacy framework view discourse, including information, through a political, social and economic lens.(Fabos, 2004; Kapitzke, 2003; Lankshear & McClaren, 1993). Critical literacy is incorporated into the Citizen Journalism project by enabling students to examine a issues within their community.
4. What problems may arise when students use Web 2.0 tools for learning in school and how might teachers capitalize on these opportunities to promote information literacy?
Students must be aware of social, political and economic differences and sensitivies when posting information online. They need to be responsible and ethical when posting information. Additionally, they need to carefully craft their words to fit the information they need to get across.
References:
Asselin, M. & Moayeri, M. (2011). Practical Strategies: The Participatory Classroom: Web 2.0 in the Classroom. Literacy Learning: The Middle Years 19(2).http://ictandliteracy.files.wordpress.com/2012/03/practical-strategies.pdf
meet our purposes."
When dealing with any type of social networking site, it is important to carefully craft our words to adequately meet our purposes. Irony, sarcasm and sincerity do not often translate well in text. The true intention of a post may be lost or misinterpreted by others. I see this often on FaceBook.
The Internet can offer an anonymous platform for people. People often use this platform to express opinions that are not mainstream However, when dealing with classroom type social networking, students and teachers need to respect the beliefs and opinions of others. "Think before you speak" and "If you don't have anything nice to say, don't say anything at all" definitely come to mind when dealing with social media.
100 Inspiring Ways to Use Social Media in the Classroom provides examples of how to use social media within a classroom. Some of the ideas are really interesting. I thought this is a great starting place to get ideas. Some of the ideas include: "Tweeting famous conversations" - for example, between Romeo and Juliet."Collaborate with professionals" via Skype, for example. Additionally, it includes several social media tools for students - bil.ly, TwitPic, QuoteURL, CiteMe, Class Notes, etc.
1. What makes a literacy practice a "new literacy"?
According to the article, new literacies are not merely technical or 'operational' competencies but are situated within a new mindset about knowledge.
2. How does might Citizen Journalism support the development of "new literacies"?
Locating and organizing online information is a new literacy. Using sites such as TrackStar allow for teachers to provide students annotations. Additionally, students can perform website validation. These skills enable them to search and evaluate information online more efficiently.
3. What is critical literacy and how does your Citizen Journalism project encourage critical literacy? How might you change your project to encourage critical literacy?
A critical literacy framework view discourse, including information, through a political, social and economic lens.(Fabos, 2004; Kapitzke, 2003; Lankshear & McClaren, 1993). Critical literacy is incorporated into the Citizen Journalism project by enabling students to examine a issues within their community.
4. What problems may arise when students use Web 2.0 tools for learning in school and how might teachers capitalize on these opportunities to promote information literacy?
Students must be aware of social, political and economic differences and sensitivies when posting information online. They need to be responsible and ethical when posting information. Additionally, they need to carefully craft their words to fit the information they need to get across.
References:
Asselin, M. & Moayeri, M. (2011). Practical Strategies: The Participatory Classroom: Web 2.0 in the Classroom. Literacy Learning: The Middle Years 19(2).http://ictandliteracy.files.wordpress.com/2012/03/practical-strategies.pdf
Sunday, July 14, 2013
Weekly Reading #8
"In a holistic conception of IL, classroom faculty and academic librarians should have complementary, through distinct, roles in helping students become information literate."
This quote and article struck me for a number of reasons. Among them is the fact that I find talking about the importance of information literacy and librarians ironic considering the current state of affairs in my county. A couple years ago my job was split between two schools and I became the financial secretary for both the middle and high school in my area. While the job is very stressful and difficult, there was another job that was split between the two schools - that of the librarian. Students at both schools have very limited use of the library. (I must add, administration realized my job couldn't be done by one person. So this fall I'll be full time in one place...yay! Maybe someone will realize the librarian can't effectively be in two places at once either. Maybe I'll get a big girl job.)
With library funding continually being cut, it is important that classroom teachers be able to adequately teach information skills. I've been reading many job postings lately. I've noticed that more librarian jobs are being posted as "Librarian/Media Specialist".
1. What is the difference between IL and BI and why is this distinction important?
Bibliographic instruction refers to instruction in traditional (i.e. print) library resources. Information literacy is about evaluating information for accuracy, credibility, bias, relevance, logical inconsistency and so on (Grafstein, 2002).
2. Why should classroom faculty teach IL?
Information literacy is vital for all students. Classroom faculty should teach IL because it helps students develop critical thinking, collaborative and other 21st Century Skills. These skills help create lifelong learners and are helpful in the workplace.
3. What is the role of classroom faculty in developing information literacy?
Students are learning in a different way than most of their educators learned. It is necessary for classroom faculty to develop information literacy because of the every changing face of education.
Additional Resources
We may have seen this video before. But I was looking for something about the importance of information literacy and found this. I love the tidbits of information presented in this video.
References
This quote and article struck me for a number of reasons. Among them is the fact that I find talking about the importance of information literacy and librarians ironic considering the current state of affairs in my county. A couple years ago my job was split between two schools and I became the financial secretary for both the middle and high school in my area. While the job is very stressful and difficult, there was another job that was split between the two schools - that of the librarian. Students at both schools have very limited use of the library. (I must add, administration realized my job couldn't be done by one person. So this fall I'll be full time in one place...yay! Maybe someone will realize the librarian can't effectively be in two places at once either. Maybe I'll get a big girl job.)
With library funding continually being cut, it is important that classroom teachers be able to adequately teach information skills. I've been reading many job postings lately. I've noticed that more librarian jobs are being posted as "Librarian/Media Specialist".
1. What is the difference between IL and BI and why is this distinction important?
Bibliographic instruction refers to instruction in traditional (i.e. print) library resources. Information literacy is about evaluating information for accuracy, credibility, bias, relevance, logical inconsistency and so on (Grafstein, 2002).
2. Why should classroom faculty teach IL?
Information literacy is vital for all students. Classroom faculty should teach IL because it helps students develop critical thinking, collaborative and other 21st Century Skills. These skills help create lifelong learners and are helpful in the workplace.
3. What is the role of classroom faculty in developing information literacy?
Students are learning in a different way than most of their educators learned. It is necessary for classroom faculty to develop information literacy because of the every changing face of education.
Additional Resources
We may have seen this video before. But I was looking for something about the importance of information literacy and found this. I love the tidbits of information presented in this video.
References
Grafstein, A. (2002). A
discipline-based approach to information literacy. The Journal of Academic
Librarianship, 28(4), 197-204. Retrieved from
http://westmont.edu/_offices/provost/documents/Senate/Full/2009-2010/Discipline-Based
Approach to Information Literacy.pdf
Weekly Reading #7
Engaging young learners: The multi-faceted and changeable nature of student engagement in technology-rich learning projects
"As technology has become incorporated into teaching and learning, much research has focused on the efficacy of its use, and its ability to improve learning outcomes."
This was a hard article to pick a quote from since it was mostly about the actual research and how the project was conducted. That being said, I think it is important that was focus on the efficacy of technology's use and how to improve the learning outcomes. It is one thing to say "Hey, I use technology in my classroom!" But if it is not being used effectively, what is the purpose of using it? Technology-rich learning projects not only teach valuable critical thinking, information literacy and collaborative skills, they engage students. In today's society engagement is vital for student learning.
I found this video about technology rich classrooms in Kansas. It shows a teacher and some of her students. They created virtual museums for a social studies class.
1. How might your citizen journalism project resemble a technology rich project?
My citizen journalism project will resemble a technology rich project because it will require students to research information on the Internet, use critical thinking skills, blog their findings and create a digital story or movie as a final project.
2. What did you learn about successful implementation of technology rich projects?
I learned that successfully implemented technology rich projects can engage students and provide meaningful learning experiences. Additionally, I learned that it is good to have 2 pre-service teachers to help record observations :) Also, I learned that things may start slow. While student teaching, I often worried that students weren't engaged enough. Usually, I found that in the preparing, planning phase, they often seemed bored. Once we got into the actual projects though, they seemed more engaged. The study showed the same in its discussion.
References
Adlington, Rachel & Harvey, Hilary (2010), Engaging young learners: The multi-faceted and changeable nature of student engagement in technology-rich learning projects, Retrieved from http://acec2010.acce.edu.au/sites/acec2010.info/files/proposal/172/acec2010engagingyounglearners.pdf
"As technology has become incorporated into teaching and learning, much research has focused on the efficacy of its use, and its ability to improve learning outcomes."
This was a hard article to pick a quote from since it was mostly about the actual research and how the project was conducted. That being said, I think it is important that was focus on the efficacy of technology's use and how to improve the learning outcomes. It is one thing to say "Hey, I use technology in my classroom!" But if it is not being used effectively, what is the purpose of using it? Technology-rich learning projects not only teach valuable critical thinking, information literacy and collaborative skills, they engage students. In today's society engagement is vital for student learning.
I found this video about technology rich classrooms in Kansas. It shows a teacher and some of her students. They created virtual museums for a social studies class.
1. How might your citizen journalism project resemble a technology rich project?
My citizen journalism project will resemble a technology rich project because it will require students to research information on the Internet, use critical thinking skills, blog their findings and create a digital story or movie as a final project.
2. What did you learn about successful implementation of technology rich projects?
I learned that successfully implemented technology rich projects can engage students and provide meaningful learning experiences. Additionally, I learned that it is good to have 2 pre-service teachers to help record observations :) Also, I learned that things may start slow. While student teaching, I often worried that students weren't engaged enough. Usually, I found that in the preparing, planning phase, they often seemed bored. Once we got into the actual projects though, they seemed more engaged. The study showed the same in its discussion.
References
Adlington, Rachel & Harvey, Hilary (2010), Engaging young learners: The multi-faceted and changeable nature of student engagement in technology-rich learning projects, Retrieved from http://acec2010.acce.edu.au/sites/acec2010.info/files/proposal/172/acec2010engagingyounglearners.pdf
Weekly Reading #6
Reading #1
"Authentic research can help students become more engaged in the process. Authentic research calls for students to answer questions they are curious about—questions that they truly want to know more about. Having each student pick a different country and researching the population, geography, and imports/exports is not authentic research."
I completely agree with this statement. Thinking back over the many research papers I've completed over the years, I'm not sure I actually learned anything. In fourth grade, I had to research and write a paper about conifers. I remember copying a sentence from the encyclopedia (yes, I'm that old). The sentence said something about conifers standing 'erect'. My sister, who was in high school, made me change the sentence because I didn't know what erect meant; therefore, according to her, I shouldn't use it. The only thing I learned from that paper is the meaning of erect. For students to be fully vested in a research paper, they must be interested in what they are researching. By creating authentic research experiences for students, they will be more engaged and more likely to actually learn.
I found this blog: Using Authenetic Research Project in the The Classroom. The author presents a lot of good ideas and links to authentic research projects.
Reference
Herrmann, Bailey (2012). Writing as an Exploration: Rethinking the Research Paper, Wisconsin English Journal, Volume 54, Number 2. Retrieved from http://journals.library.wisc.edu/index.php/wej/article/viewFile/538/579
Reading #2
1. What is the difference between writing a report and "doing research"?
Writing a report does not require students to actually do research. Research requires students to take an active role of collecting data and constructing meaning.
2. How might doing authentic research better prepare students for the 21st century work place? Give specific examples from the "Between a Rock and a Hard Place" reading.
Authentic research would better prepare students for the 21st Century work place by giving students real world experience in the areas of interviewing, administering questionnaires and journaling.
In "Between a Rock and a Hard Place", the author refers to how nurses have to research based on the information the patients and doctors give them.
3.Why might Constructivist type learning better prepare students for the 21st century work place than Behavioral approaches?
Constructivist type learning points toward a number of different teaching practices. Knowing that all students do not learn things the same way, constructivist type learning better prepares students for the 21st Century work place through providing a variety of collaborative, critical thinking, and creative skills. The behavorial approach focuses more on step-by-step processes.The information is presented in a way that doesn't necessarily require creativity, critical thinking or social interaction.
4. How does authentic research support new media literacies?
New media literacies deal a lot with collaboration, critical thinking and networking. Through authentic research, students learn how to navigate through the social landscape and create connections with others. Actively engaged students care more about their own research.
References
Gordon, Carol. Students As Authentic Researchers: A New Prescription for the High School Research Assignment. American Library Association. Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2gordon
Lloyd, A. (2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Library Trends, 60 (2) pp. 277-296.
Jenkins, Henry. (2007, June 26). What Wikipedia can Teach us About New Media Literacies (Part One). Retrieved from http://henryjenkins.org/2007/06/what_wikipedia_can_teach_us_ab.html
"Authentic research can help students become more engaged in the process. Authentic research calls for students to answer questions they are curious about—questions that they truly want to know more about. Having each student pick a different country and researching the population, geography, and imports/exports is not authentic research."
I completely agree with this statement. Thinking back over the many research papers I've completed over the years, I'm not sure I actually learned anything. In fourth grade, I had to research and write a paper about conifers. I remember copying a sentence from the encyclopedia (yes, I'm that old). The sentence said something about conifers standing 'erect'. My sister, who was in high school, made me change the sentence because I didn't know what erect meant; therefore, according to her, I shouldn't use it. The only thing I learned from that paper is the meaning of erect. For students to be fully vested in a research paper, they must be interested in what they are researching. By creating authentic research experiences for students, they will be more engaged and more likely to actually learn.
I found this blog: Using Authenetic Research Project in the The Classroom. The author presents a lot of good ideas and links to authentic research projects.
Reference
Herrmann, Bailey (2012). Writing as an Exploration: Rethinking the Research Paper, Wisconsin English Journal, Volume 54, Number 2. Retrieved from http://journals.library.wisc.edu/index.php/wej/article/viewFile/538/579
Reading #2
1. What is the difference between writing a report and "doing research"?
Writing a report does not require students to actually do research. Research requires students to take an active role of collecting data and constructing meaning.
2. How might doing authentic research better prepare students for the 21st century work place? Give specific examples from the "Between a Rock and a Hard Place" reading.
Authentic research would better prepare students for the 21st Century work place by giving students real world experience in the areas of interviewing, administering questionnaires and journaling.
In "Between a Rock and a Hard Place", the author refers to how nurses have to research based on the information the patients and doctors give them.
3.Why might Constructivist type learning better prepare students for the 21st century work place than Behavioral approaches?
Constructivist type learning points toward a number of different teaching practices. Knowing that all students do not learn things the same way, constructivist type learning better prepares students for the 21st Century work place through providing a variety of collaborative, critical thinking, and creative skills. The behavorial approach focuses more on step-by-step processes.The information is presented in a way that doesn't necessarily require creativity, critical thinking or social interaction.
4. How does authentic research support new media literacies?
New media literacies deal a lot with collaboration, critical thinking and networking. Through authentic research, students learn how to navigate through the social landscape and create connections with others. Actively engaged students care more about their own research.
References
Gordon, Carol. Students As Authentic Researchers: A New Prescription for the High School Research Assignment. American Library Association. Retrieved from http://www.ala.org/aasl/aaslpubsandjournals/slmrb/slmrcontents/volume21999/vol2gordon
Lloyd, A. (2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Library Trends, 60 (2) pp. 277-296.
Jenkins, Henry. (2007, June 26). What Wikipedia can Teach us About New Media Literacies (Part One). Retrieved from http://henryjenkins.org/2007/06/what_wikipedia_can_teach_us_ab.html
Weekly Reading #5
1.What does the term "discursive practices" mean?
In education, discursive practices are the uses of language in an educational context - for example, the typical pattern of teacher question, student answer, teacher feedback.
2.What does "discourse" mean?
Discourse is defined as written or spoken communication or debate.
3.What is the "rock" and what is the "hard place"?
The rock is the current conceptions of information literacy that represent information literacy as a skill or competency that is confined to information access and use, and associated with tools such as text or technology. The hard place refers to attempts to translate this conception from the formal learning regimes of education and academic libraries to other sectors where learning is less structured or systematized, but is just as important (i.e. workplaces). (Lloyd, 2011).
4.What are the differences between the skills prescribed for information searching in academic and workplace settings?
According to the reading, the skills prescribed for information searching in academic and workplace settings involved information that is "systematically organized and enshrined in authorized bodies of knowledge." The skills for finding this information are formalized by particular rules, regulations and curriculum by an instrumental rationality. Acquisition of knowledge are measured against a formalized set of criteria.
Workplaces offer another type of social setting, where the information landscape is often described as messy, complex and distributed through a range of practices that entwine to contribute to the collective performance of work. Workplace knowledge is not only shaped via the use of canonical and content-based sources but is also shaped through noncanonical sources such as the experiences of embodied performance, which are created when workers engage with the physical and material space of their workplaces. (Lloyd, 2011)
5.How do academic notions of information literacy undermine workplace notions information literacy?
Academic notions of information literacy focus more on the individual. Whereas, workplace concepts of information literacy build on the concepts of teamwork, social practices and group problem solving.
6.How are information needs identified in work place setting like nursing and emergency workers?
In the emergency services studies (Lloyd, 2009, Lloyd-Zantiotis, 2004) problem soliving is a group activity where members cross-reference the problem or issue at hand, against a range of experiences drawn from situated prace and expertise within the group. (Lloyd, 2011).
Nurses' concept of information need was defined by doctors. For this group, the discourse of another profession shapes the information seeking activities of nurses.
7.Why do issues of plagiarism not resonate in workplace settings?
The notion that workers are aware of information presentation or issues such as plagiarism does not resonate in workplaces that are often driven by technical and embodied knowledge. This type of knowledge is considered to be a collective possession and dissemintated and circulated throughout the workplace, by storytelling, and extended through the distributed networks of professional practice. (Lloyd, 2011).
8.Are information literacy skills transferable across contexts and settings? Why or Why not?
According to the reading, information literacy skills do not appear to successfully transfer, either within a school-based setting, across education settings, or into the workplace.
9.What is "practice theory"?
Practice theories emphasize the analysis of ways of engaging with the world. These social theories are concerned with exploring human activity, subjectivity, intersubjectivity, embodiment, language, and power in relation to the "organization, reproduction and transformation of social life" (Schatzki, 2001, p.1)
10.How does the author of this article define information literacy?
The author defines information literacy as a critical information practice that encompasses not only the mastery of information skills but also a mastery of the information landscape. Furthermore, the author states that information literacy is constituted through connections that exist between people, artifacts, texts and bodily experiences.
11.How do educators need to change their understanding of information literacy in order to prepare students for the information literacy practices they will encounter in workplace settings?
As educators, we need to focus on the social conditions that enable information literacy to happen in ways that allow access to information and knowledge that are specific to the practice setting (Lloyd, 2011). We need to know how to locate information sources given the landscape and how the information in those sources reflect the conditions in which the knowledge are agreed upon. Additionally, we must understand that information literacy is a collaborative practice.
12.What do the terms "ontological" and "epistemological" mean?
According to wikipedia, ontology is the philosophical study of the nature of being, becoming, existence, or reality, as well as the basic categories of being and their relations.
Epistemological refers to the natures of knowledge and presuppostitions and foundations, and its extent and validity.
13.After reading this article, how useful is the traditional research paper we expect students to produce in school in preparing them for workplace settings? What are traditional research papers useful for? Should we still assign traditional research papers?
Traditional research papers are a part of the learning process. To prepare students for workplace settings, we should be assigning research that requires collaboration and project-based learning experiences.
14.What is one of the biggest challenges to changing the way information literacy is conceptualized in school settings?
In school settings, traditional forms of information research are more highly valued. In order to change the way information literacy is conceptualized in school settings, we must focus our research efforts toward understanding information literacy and use the knowledge in our own practices.
15.What attributes of the 21st century make it essential that educators change their approaches toward information literacy?
21st Century workplaces entail a lot collaboration, information sharing, social practices and group problem solving.
16.What changes can teachers make to their classroom activities to engage students in the information literacy practices they will encounter in 21st century workplace settings?
Educators must change their approaches toward information literacy from an individual focus encompass more workplace type skills. Lloyd points out that classroom activities need to involve teamwork, social practices, and group problem solving.
References
Lloyd, A. (2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Library Trends, 60 (2) pp. 277-296.
In education, discursive practices are the uses of language in an educational context - for example, the typical pattern of teacher question, student answer, teacher feedback.
2.What does "discourse" mean?
Discourse is defined as written or spoken communication or debate.
3.What is the "rock" and what is the "hard place"?
The rock is the current conceptions of information literacy that represent information literacy as a skill or competency that is confined to information access and use, and associated with tools such as text or technology. The hard place refers to attempts to translate this conception from the formal learning regimes of education and academic libraries to other sectors where learning is less structured or systematized, but is just as important (i.e. workplaces). (Lloyd, 2011).
4.What are the differences between the skills prescribed for information searching in academic and workplace settings?
According to the reading, the skills prescribed for information searching in academic and workplace settings involved information that is "systematically organized and enshrined in authorized bodies of knowledge." The skills for finding this information are formalized by particular rules, regulations and curriculum by an instrumental rationality. Acquisition of knowledge are measured against a formalized set of criteria.
Workplaces offer another type of social setting, where the information landscape is often described as messy, complex and distributed through a range of practices that entwine to contribute to the collective performance of work. Workplace knowledge is not only shaped via the use of canonical and content-based sources but is also shaped through noncanonical sources such as the experiences of embodied performance, which are created when workers engage with the physical and material space of their workplaces. (Lloyd, 2011)
5.How do academic notions of information literacy undermine workplace notions information literacy?
Academic notions of information literacy focus more on the individual. Whereas, workplace concepts of information literacy build on the concepts of teamwork, social practices and group problem solving.
6.How are information needs identified in work place setting like nursing and emergency workers?
In the emergency services studies (Lloyd, 2009, Lloyd-Zantiotis, 2004) problem soliving is a group activity where members cross-reference the problem or issue at hand, against a range of experiences drawn from situated prace and expertise within the group. (Lloyd, 2011).
Nurses' concept of information need was defined by doctors. For this group, the discourse of another profession shapes the information seeking activities of nurses.
7.Why do issues of plagiarism not resonate in workplace settings?
The notion that workers are aware of information presentation or issues such as plagiarism does not resonate in workplaces that are often driven by technical and embodied knowledge. This type of knowledge is considered to be a collective possession and dissemintated and circulated throughout the workplace, by storytelling, and extended through the distributed networks of professional practice. (Lloyd, 2011).
8.Are information literacy skills transferable across contexts and settings? Why or Why not?
According to the reading, information literacy skills do not appear to successfully transfer, either within a school-based setting, across education settings, or into the workplace.
9.What is "practice theory"?
Practice theories emphasize the analysis of ways of engaging with the world. These social theories are concerned with exploring human activity, subjectivity, intersubjectivity, embodiment, language, and power in relation to the "organization, reproduction and transformation of social life" (Schatzki, 2001, p.1)
10.How does the author of this article define information literacy?
The author defines information literacy as a critical information practice that encompasses not only the mastery of information skills but also a mastery of the information landscape. Furthermore, the author states that information literacy is constituted through connections that exist between people, artifacts, texts and bodily experiences.
11.How do educators need to change their understanding of information literacy in order to prepare students for the information literacy practices they will encounter in workplace settings?
As educators, we need to focus on the social conditions that enable information literacy to happen in ways that allow access to information and knowledge that are specific to the practice setting (Lloyd, 2011). We need to know how to locate information sources given the landscape and how the information in those sources reflect the conditions in which the knowledge are agreed upon. Additionally, we must understand that information literacy is a collaborative practice.
12.What do the terms "ontological" and "epistemological" mean?
According to wikipedia, ontology is the philosophical study of the nature of being, becoming, existence, or reality, as well as the basic categories of being and their relations.
Epistemological refers to the natures of knowledge and presuppostitions and foundations, and its extent and validity.
13.After reading this article, how useful is the traditional research paper we expect students to produce in school in preparing them for workplace settings? What are traditional research papers useful for? Should we still assign traditional research papers?
Traditional research papers are a part of the learning process. To prepare students for workplace settings, we should be assigning research that requires collaboration and project-based learning experiences.
14.What is one of the biggest challenges to changing the way information literacy is conceptualized in school settings?
In school settings, traditional forms of information research are more highly valued. In order to change the way information literacy is conceptualized in school settings, we must focus our research efforts toward understanding information literacy and use the knowledge in our own practices.
15.What attributes of the 21st century make it essential that educators change their approaches toward information literacy?
21st Century workplaces entail a lot collaboration, information sharing, social practices and group problem solving.
16.What changes can teachers make to their classroom activities to engage students in the information literacy practices they will encounter in 21st century workplace settings?
Educators must change their approaches toward information literacy from an individual focus encompass more workplace type skills. Lloyd points out that classroom activities need to involve teamwork, social practices, and group problem solving.
References
Lloyd, A. (2011). Trapped between a Rock and a Hard Place: What Counts as Information Literacy in the Workplace and How Is It Conceptualized? Library Trends, 60 (2) pp. 277-296.
Back on track...
Now that my Internet issues seemed resolved, my financials for both schools have been turned over to the auditors, I have a job for next year, my baby is feeling better and my Girl Scouts have toured Washington, DC and made it back successfully....I need to catch up. Thank goodness I've beentrying to keep up with reading. Yay! (I think.)
Sunday, June 16, 2013
Weekly Reading - #4
1. What surprises you about the strategies digital age students use as they conduct research for course assignments?
The first thing that surprised me in the reading was this statement: "Almost every student in the sample turned to course readings—not Google—first for course-related research assignments. Likewise, Google and Wikipedia were the go-to sites for everyday life research for nearly every respondent". My husband refers to Google as my "boyfriend". It is always my go to. However, when I started thinking about it, it makes sense that course readings would be students first reference for course related research. That is usually where the idea for research typically comes from.
I was not surprised that librarians were underutilized. During my first college experience, librarians and the card catalog were vitally important. The World Wide Web was in it's infancy. If you wanted to know something, the best place to begin was the librarian. They would direct you to the reference and periodical sections. You had to look up old magazine articles on microfiche. To complete my "old person rant", these kids today don't know how easy they have it!
2. How accurately do the findings from this study reflect your own research strategies?
Overall, the major findings from this study accurately reflect my own research strategies. Usually, my research begins with a course-related reading. To find more information, I run to Google, which leads me to Wikipedia. I never step foot in the library, but when I'm looking for additional educational research on a topic, I go to EBSCO or ProQuest.
3. This study provides a detailed description of the parameters of research assignments typical required for academia. How does it differ from the kinds of research people do in the workplace?
Within the workplace, research is usually for a particular task. In workplace research, there is usually less place for different viewpoints or strategies. You focus on a specific research topic.
4. Do you think the recommendations to improve research process for college students will better prepare students for the world outside of school?
Students must improve their research process in order to be prepared for the world outside of school. Students must learn how to validate and find reliable information without relying on professors.
5. Find an image that relates to searching for information. Embed the image in your blog and provide proper attribution.
The first thing that surprised me in the reading was this statement: "Almost every student in the sample turned to course readings—not Google—first for course-related research assignments. Likewise, Google and Wikipedia were the go-to sites for everyday life research for nearly every respondent". My husband refers to Google as my "boyfriend". It is always my go to. However, when I started thinking about it, it makes sense that course readings would be students first reference for course related research. That is usually where the idea for research typically comes from.
I was not surprised that librarians were underutilized. During my first college experience, librarians and the card catalog were vitally important. The World Wide Web was in it's infancy. If you wanted to know something, the best place to begin was the librarian. They would direct you to the reference and periodical sections. You had to look up old magazine articles on microfiche. To complete my "old person rant", these kids today don't know how easy they have it!
2. How accurately do the findings from this study reflect your own research strategies?
Overall, the major findings from this study accurately reflect my own research strategies. Usually, my research begins with a course-related reading. To find more information, I run to Google, which leads me to Wikipedia. I never step foot in the library, but when I'm looking for additional educational research on a topic, I go to EBSCO or ProQuest.
3. This study provides a detailed description of the parameters of research assignments typical required for academia. How does it differ from the kinds of research people do in the workplace?
Within the workplace, research is usually for a particular task. In workplace research, there is usually less place for different viewpoints or strategies. You focus on a specific research topic.
4. Do you think the recommendations to improve research process for college students will better prepare students for the world outside of school?
Students must improve their research process in order to be prepared for the world outside of school. Students must learn how to validate and find reliable information without relying on professors.
5. Find an image that relates to searching for information. Embed the image in your blog and provide proper attribution.
References:
Head, A.J. & Eisenberg, M.B. (2009). LESSONS LEARNED: How College Students
Seek Information in the Digital Age. Retrieved from:
http://kennison.name/files/zopestore/uploads/libraries/documents/student-info-seeking-2009.pdf
Week 4 - Activity #2
My TrackStar
My TrackStar poses the question "Why is it important to integrate technology in the classroom?" So far, it includes links to Google with related search terms and "expert" opinion. I plan to include research data, also.
My TrackStar poses the question "Why is it important to integrate technology in the classroom?" So far, it includes links to Google with related search terms and "expert" opinion. I plan to include research data, also.
Week 4 - Activity #1
When I first started looking at the TrackStar projects, I was thoroughly confused - mainly because I couldn't view any of the projects in frames. After several attempts, I was able to view the accompanying frames. Then it all made sense. The TrackStar projects have great potential for developing information literacy in school. These projects walk students through the websites and teach them what questions should be asked when researching. I really enjoyed the Time Travel project.
Wednesday, June 12, 2013
Textbooks, Wikipedia and Schooling
1.How do you feel about using web-based resources instead of textbooks in school?
Web-based resources are an excellent alternative or supplement for textbooks. When I was student teaching, textbooks were used mainly for reference material - one course, desktop publishing, didn't have a textbook at all. I used web-based resources to find activities that I thought met the students' interests. I believe this helped with student engagement and gave them authenetic learning activities.
2.What opportunities for the development of information literacy skills for students if they began to learn without textbooks?
Through learning without textbooks, students have to wade through a wide variety of information as opposed to the narrowed-down, politically correct and sterile information they receive in textbooks. In the process, students would have to develop information literacy skills to help determine what was vital and accurate information.
3.How do these articles change or support your stance on using Wikipedia as learning resources in the classroom?
These articles further support my stance that Wikipedia can be used by students as a learning resource. Through Wikipedia, students are exposed to collaboration and use critical thinking skills to evaluate articles.
4.Find an image that relates to information literacy and schooling.Embed the image in your blog and provide proper attribution.
Resources:
Web-based resources are an excellent alternative or supplement for textbooks. When I was student teaching, textbooks were used mainly for reference material - one course, desktop publishing, didn't have a textbook at all. I used web-based resources to find activities that I thought met the students' interests. I believe this helped with student engagement and gave them authenetic learning activities.
2.What opportunities for the development of information literacy skills for students if they began to learn without textbooks?
Through learning without textbooks, students have to wade through a wide variety of information as opposed to the narrowed-down, politically correct and sterile information they receive in textbooks. In the process, students would have to develop information literacy skills to help determine what was vital and accurate information.
3.How do these articles change or support your stance on using Wikipedia as learning resources in the classroom?
These articles further support my stance that Wikipedia can be used by students as a learning resource. Through Wikipedia, students are exposed to collaboration and use critical thinking skills to evaluate articles.
4.Find an image that relates to information literacy and schooling.Embed the image in your blog and provide proper attribution.
Resources:
Ansary, Tamim (November 2004). A
Textbook Example of What’s Wrong With Education. Retrieved from http://www.edutopia.org/muddle-machine
Ruth, Geoff (February 2005). No Books,
No Problem: Teaching Without a Text. Retrieved from http://www.edutopia.org/teaching-without-text
Sunday, June 9, 2013
ThinkAloud Project
For my ThinkAloud project, I found an article from Discovery News entitled "Could Arming Teachers Work?" Since the subject is an ongoing debate, I expected to find a lot of opinion pieces on the matter. In this article, the author's viewpoint was that arming teachers was not the answer. He provided studies and testimonials to support his view. The article that I used to triangulate agreed that arming teachers was not the answer. However, this article proved more information with links and gave alternative solutions to the problem of school violence.
Resources:
Gorman-Smith, D. (2012, December 21). School shootings: Arming teachers isn't the answer. Time, Retrieved from http://ideas.time.com/2012/12/21/viewpoint-arming-teachers-isnt-the-answer/
Niller, E. (2013, January). "Could Arming Teachers Work?". Discovery News. Retrieved from http://news.discovery.com/human/could-arming-teachers-work-20130102.htm
Tuesday, June 4, 2013
Week 2 - Henry Jenkins
What is Henry Jenkins main arguments about Wikipedia?
Henry Jenkins suggests we talk to our students about wikipedia and its use value. It is a good starting place; however, it is a work in progress. Educators need to understand Wikipedia and what goes into the articles enough to offer meaningful advice.
Henry Jenkins explains that "old literacies" are more focused on the individual "can I read, can I write". New literacies are social skills. New literacies address how we interact.
Henry Jenkins states that teaching "new media literacies" should be taught in schools because they prepare students for their future in both school and the workplace. Through new media literacies, students have opportunities for peer collaboration, understand intellectual property, have greater cultural expression, develop valuable modern workplace skills and become empowered citizens.
What can young people learn through contributing or even consuming Wikipedia?
Through contributing to Wikipedia, students learn peer collaboration in a knowledge culture. It helps them think about their own roles as researchers and writers. They are able to pool knowledge and compare notes. They have the ability to have peers evaluate their reliability and credibility.
How do you feel about Wikipedia after reading or listening to Henry Jenkins? Do agree or disagree with his arguments? Why?
After watching Henry Jenkins' lecture, I feel that Wikipedia would be useful in a classroom. As educators, we must understand this resource in order to teach our students how to navigate and work with Wikipedia. Through using and understanding Wikipedia, students could gain valuable skills with critical thinking, writing and collaboration.
Find an online resource that supports your position on using Wikipedia as a resource for learning in school. Summarize the argument being made in the resource and explain how it supports your position.
Sleeping with the Enemy: Wikipedia in the College Classroom supports the use of Wikipedia in the college classroom. Through coursework, students were required to contribute to Wikipedia. Students learned valuable research and evaluation skills. The conclusion of the paper found:
Henry Jenkins suggests we talk to our students about wikipedia and its use value. It is a good starting place; however, it is a work in progress. Educators need to understand Wikipedia and what goes into the articles enough to offer meaningful advice.
What is "participatory culture"?
A participatory culture offers:
- low barriers to artistic expression and civic engagement
- strong support for creating and sharing what you create with other
- some kind of informal mentorship
- members feel their contributions matter
- some degree of social connection between members
Henry Jenkins explains that "old literacies" are more focused on the individual "can I read, can I write". New literacies are social skills. New literacies address how we interact.
What are the reading and writing behaviors associated with "new media literacies".
The reading and writing behaviors associated with "new media literacies" are:
- the ability to navigate and evaluate information online
- recognize manipulations and propaganda
- assimilate ethical values.
Henry Jenkins states that teaching "new media literacies" should be taught in schools because they prepare students for their future in both school and the workplace. Through new media literacies, students have opportunities for peer collaboration, understand intellectual property, have greater cultural expression, develop valuable modern workplace skills and become empowered citizens.
What can young people learn through contributing or even consuming Wikipedia?
Through contributing to Wikipedia, students learn peer collaboration in a knowledge culture. It helps them think about their own roles as researchers and writers. They are able to pool knowledge and compare notes. They have the ability to have peers evaluate their reliability and credibility.
How do you feel about Wikipedia after reading or listening to Henry Jenkins? Do agree or disagree with his arguments? Why?
After watching Henry Jenkins' lecture, I feel that Wikipedia would be useful in a classroom. As educators, we must understand this resource in order to teach our students how to navigate and work with Wikipedia. Through using and understanding Wikipedia, students could gain valuable skills with critical thinking, writing and collaboration.
Find an online resource that supports your position on using Wikipedia as a resource for learning in school. Summarize the argument being made in the resource and explain how it supports your position.
Sleeping with the Enemy: Wikipedia in the College Classroom supports the use of Wikipedia in the college classroom. Through coursework, students were required to contribute to Wikipedia. Students learned valuable research and evaluation skills. The conclusion of the paper found:
"Fundamentally, the students came to appreciate what Wikipedia is and what is is not. Students expressed that they think Wikipedia is acceptable for a quick reference, and that the reference for the individual articles can be quite helpful, but they were quick to point out that Wikipedia is not the be all and end all of research.
Find an image that relates to Wikipedia and schooling.Embed the image in your blog and provide proper attribution.
References:
Thomas, A. (2012). 21st century scholarship and wikipedia. Ariadne, (70), Retrieved from http://www.ariadne.ac.uk/issue70/thomas
Sunday, June 2, 2013
Global Warming Article: Step Seven
Step Seven:
How do think Wikipedia could be integrated into classroom activities? What do you think about using Wikipedia as a source of information instead of textbooks? Has your opinion changed? How? Why?
My opinion on wikipedia has not changed; however, I am now more knowledgable about what goes into editing and maintaining the information. Wikipedia is a good starting point for student research. In the classroom, wikipedia can be used for collaboration and to give a student differing view points to consider. Additionally, it can be used to locate articles related to a subject. It is also good for related topics that students may not have considered.
How do think Wikipedia could be integrated into classroom activities? What do you think about using Wikipedia as a source of information instead of textbooks? Has your opinion changed? How? Why?
My opinion on wikipedia has not changed; however, I am now more knowledgable about what goes into editing and maintaining the information. Wikipedia is a good starting point for student research. In the classroom, wikipedia can be used for collaboration and to give a student differing view points to consider. Additionally, it can be used to locate articles related to a subject. It is also good for related topics that students may not have considered.
Global Warming Article: Step Six
Step Six:
NewsAndEventsGuy (talk) and Enescot (talk) are heavily involved in editing the Wikipedia article on Global Warming. Click on their names to see their profiles. Then read their pages. Again. how does this information make you feel about the credibility and validity of information on Wikipedia.Justify your stance using concrete examples.
NewsandEventsGuy's user profile led me back to the talk page; however, from reading over it, the user seems really knowledgable about wikipedia and follows the guidelines. He encourages contributors to work through problems in a rational manner. In "Tricks for consensus in a heated environment", they encourage people to ask the other editor for permission to try to repeat back their own argument neutrally as possible. Enescot provides a lot of information on wikipedia and getting help. From their page, they seem very knowledgeable. The fact that both editors are knowledgable in their field and actively participate adds to their credibility.
NewsAndEventsGuy (talk) and Enescot (talk) are heavily involved in editing the Wikipedia article on Global Warming. Click on their names to see their profiles. Then read their pages. Again. how does this information make you feel about the credibility and validity of information on Wikipedia.Justify your stance using concrete examples.
NewsandEventsGuy's user profile led me back to the talk page; however, from reading over it, the user seems really knowledgable about wikipedia and follows the guidelines. He encourages contributors to work through problems in a rational manner. In "Tricks for consensus in a heated environment", they encourage people to ask the other editor for permission to try to repeat back their own argument neutrally as possible. Enescot provides a lot of information on wikipedia and getting help. From their page, they seem very knowledgeable. The fact that both editors are knowledgable in their field and actively participate adds to their credibility.
Global Warming Article: Step 5
Step Five:
What did you learn about issues related to global warming? How does Does reading this section influence you perception of Wikipedia as a resource for learning in school? Justify your stance using concrete examples.
There are varying opinions and studies about global warming. I like that different opinions and research are shown and discussed. I think this would be good in a classroom setting. Students would have a starting point to research more information to reach their own conclusions. This provides critical thinking skills also.
Additionally, if offers students a view of how to work collaboratively and how people can work through problems to find common ground. In the section, the person questioning a section presents a revise section edit for comment.
What did you learn about issues related to global warming? How does Does reading this section influence you perception of Wikipedia as a resource for learning in school? Justify your stance using concrete examples.
There are varying opinions and studies about global warming. I like that different opinions and research are shown and discussed. I think this would be good in a classroom setting. Students would have a starting point to research more information to reach their own conclusions. This provides critical thinking skills also.
Additionally, if offers students a view of how to work collaboratively and how people can work through problems to find common ground. In the section, the person questioning a section presents a revise section edit for comment.
Global Warming Article: Step Four
Step Four:
Choose one of the questions and read the answer. Verify the answer using another online source.
Q8: Isn't global warming "just a theory"?
A8: That the temperature is rising is an observation (more specifically, the summary of many observations). The explanation for this observation is a scientific theory. This is different from the common use of "theory" to mean a guess or supposition. A scientific theory is a coherent set of explanations that is compatible with the known observations, that allows predictions to be made, and that has a number of other properties (see the above linked article). A theory that makes verifiable predictions that turn out to be correct gains credibility. Strictly speaking, science does not prove anything. A theory is the best it can provide.
VERIFYING
Name of page: "Just a Theory": 7 Misused Science Words
Address/URL: http://www.scientificamerican.com/article.cfm?id=just-a-theory-7-misused-science-words
Date Accessed: June 2, 2013
How did you find the page?
Google
DOMAIN
What is the domain of the page?
.com
Do you feel that the domain type helps add to or lessen the page’s credibility?
It is a commercial site which adds some credibility to it.
AUTHOR/AUTHORITY
Is the author of the page identified?
Tia Ghose and LiveScience
Is the author of the page an individual?
Both
If no individual author is identified, is the corporation, institution, organization or group responsible for the web site clearly identified?
Scientific American is responsible for the site.
If the author is an individual:
Is the author clearly affiliated with a corporation, institution, organization or group?
Yes, LiveScience
If so, does this affiliation lend credibility to the author?
Yes.
Are the author’s educational, occupational or other credentials identified?
No.
Is the author a professional in the field or a layperson interested in the subject?
Don't know.
Does the author present any other evidence that supports his/her ability to accurately present the information that he/she is presenting?
No.
Does the author display any obvious bias (religious, political, commercial or other)?
Is "grammar nazi" a bias?
Is the author the original creator of the information presented?
Yes.
Does the author provide his/her contact information (usually an e-mail address)?
No.
In conclusion, do you feel that the author is qualified to present the information found on his/her web page?
No.
INTENT
Is the purpose of the page clearly stated?
Yes.
What is or appears to be the purpose of the page?
To inform people of the proper definitions of words.
Does the page contain advertisements? Do the ads distract from the page’s content, affect the page’s reliability, or appear to be the main focus of the page? Might they be necessary to support the organization responsible for the page?
Yes, it contains advertising. They are science related, but not distracting.
INTENDED AUDIENCE
Who appears to be the intended audience for this information/page?
General population looking for information on global warming.
Does the level or complexity of information provided, the vocabulary used, and the overall tone of the information/page match your needs?
Yes
CURRENTNESS
When was the information on the page created or last updated?
April 2, 2013
Are the dates of articles, news stories, newsletters, reports and other publications given?
Yes.
Is the page properly maintained or does it have broken links, outdated events calendars or other signs of neglect?
Properly maintained.
RELIABILITY
Is the content peer-reviewed, authenticated by experts, or subject to some sort of editorial scrutiny?
There is a comments section.
Does the page display any awards given by reliable sources, or link to favorable site reviews by reliable sources?
No.
Considering your answers to the previous questions, other observations you’ve made, and your overall sense of the page, how reliable does this source seem?
This does not seem a reliable source, but it does explain the vocabulary.
Choose one of the questions and read the answer. Verify the answer using another online source.
Q8: Isn't global warming "just a theory"?
A8: That the temperature is rising is an observation (more specifically, the summary of many observations). The explanation for this observation is a scientific theory. This is different from the common use of "theory" to mean a guess or supposition. A scientific theory is a coherent set of explanations that is compatible with the known observations, that allows predictions to be made, and that has a number of other properties (see the above linked article). A theory that makes verifiable predictions that turn out to be correct gains credibility. Strictly speaking, science does not prove anything. A theory is the best it can provide.
VERIFYING
Name of page: "Just a Theory": 7 Misused Science Words
Address/URL: http://www.scientificamerican.com/article.cfm?id=just-a-theory-7-misused-science-words
Date Accessed: June 2, 2013
How did you find the page?
DOMAIN
What is the domain of the page?
.com
Do you feel that the domain type helps add to or lessen the page’s credibility?
It is a commercial site which adds some credibility to it.
AUTHOR/AUTHORITY
Is the author of the page identified?
Tia Ghose and LiveScience
Is the author of the page an individual?
Both
If no individual author is identified, is the corporation, institution, organization or group responsible for the web site clearly identified?
Scientific American is responsible for the site.
If the author is an individual:
Is the author clearly affiliated with a corporation, institution, organization or group?
Yes, LiveScience
If so, does this affiliation lend credibility to the author?
Yes.
Are the author’s educational, occupational or other credentials identified?
No.
Is the author a professional in the field or a layperson interested in the subject?
Don't know.
Does the author present any other evidence that supports his/her ability to accurately present the information that he/she is presenting?
No.
Does the author display any obvious bias (religious, political, commercial or other)?
Is "grammar nazi" a bias?
Is the author the original creator of the information presented?
Yes.
Does the author provide his/her contact information (usually an e-mail address)?
No.
In conclusion, do you feel that the author is qualified to present the information found on his/her web page?
No.
INTENT
Is the purpose of the page clearly stated?
Yes.
What is or appears to be the purpose of the page?
To inform people of the proper definitions of words.
Does the page contain advertisements? Do the ads distract from the page’s content, affect the page’s reliability, or appear to be the main focus of the page? Might they be necessary to support the organization responsible for the page?
Yes, it contains advertising. They are science related, but not distracting.
INTENDED AUDIENCE
Who appears to be the intended audience for this information/page?
General population looking for information on global warming.
Does the level or complexity of information provided, the vocabulary used, and the overall tone of the information/page match your needs?
Yes
CURRENTNESS
When was the information on the page created or last updated?
April 2, 2013
Are the dates of articles, news stories, newsletters, reports and other publications given?
Yes.
Is the page properly maintained or does it have broken links, outdated events calendars or other signs of neglect?
Properly maintained.
RELIABILITY
Is the content peer-reviewed, authenticated by experts, or subject to some sort of editorial scrutiny?
There is a comments section.
Does the page display any awards given by reliable sources, or link to favorable site reviews by reliable sources?
No.
Considering your answers to the previous questions, other observations you’ve made, and your overall sense of the page, how reliable does this source seem?
This does not seem a reliable source, but it does explain the vocabulary.
Global Warming article: Step Three
Step Three:
What does it mean that this article and its editors are subject to General Sanctions?
The Arbitration Committee may impose general sanctions on all editors working in a particular area, usually following a request for arbitation. This means there may be consequences for editors who are making disruptive or inaccurate edits. Restrictions may be placed on accounts and individuals may be banned from editing related articles.
What does it mean that this article and its editors are subject to General Sanctions?
The Arbitration Committee may impose general sanctions on all editors working in a particular area, usually following a request for arbitation. This means there may be consequences for editors who are making disruptive or inaccurate edits. Restrictions may be placed on accounts and individuals may be banned from editing related articles.
Global Warming Article: Step Two
Step Two:
Chose a claim to verify. Using Google, find two websites - one supporting, one disputing. Use the Website Evaluation Checklist.
CLAIM:
Human activity since the Industrial Revolution has increased the amount of greenhouse gases in the atmosphere, leading to increased radiative forcing from CO2, methane, tropospheric ozone, CFCs and nitrous oxide.
SUPPORTING
Name of page: How we know human activity is causing warming
Address/URL: http://www.edf.org/climate/human-activity-causes-warming
Date Accessed: June 2, 2013
How did you find the page? Google
DOMAIN
What is the domain of the page?
.org
Do you feel that the domain type helps add to or lessen the page’s credibility?
This page is provided by the Environmental Defense Fund. Since they are organized to save the environment, they would be biased toward global warming.
AUTHOR/AUTHORITY
Is the author of the page identified?
No
Is the author of the page an individual? (ex. John Jones as the author of his own website)
The author of the page is not identified.
If no individual author is identified, is the corporation, institution, organization or group responsible for the web site clearly identified?
The page is clearly identified as the Environmental Defense Fund.
If the author is a corporation/institution/organization or other group:
Does the organization have a reputation for credibility?
The organization has a reputation for being knowledgable about environmental concerns. The website lists the panel of experts that contribute to the site.
Does the organization explain its purpose, mission, goals, or guiding principles?
The organization includes its mission statement and history on their website.
Does the organization provide the names of its officers, editors, staff or other major participants?
The organization has a plethora of information, including history, contact information, offices, annual reports and financial information.
Does the organization provide contact information (phone, address, or at least an e-mail address)?
Yes.
Does the organization appear to filter the information appearing under its name?
It appears to.
Does the organization display any obvious signs of bias?
The organization is dedicated to the defense of the environment. Therefore, they will be biased toward global warming and the effects of humans on the environment.
In conclusion, do you think that this organization is qualified to present the information found on its web page?
With the list of experts and history, I believe that this webisite is qualified to present the information found on its web page.
INTENT
Is the purpose of the page clearly stated?
The pages purpose is clearly stated.
"As far as scientists are concerned, it's case closed: human activity is causing the Earth to get warmer, primarily through the burning of fossil fuels, with a smaller contribution from deforestation. All other scientific explanations for why the Earth is getting warmer have been eliminated."
What is or appears to be the purpose of the page?
This pages explains why they believe human activity is the cause of global warming and attempts to persuade readers of the same.
Does the page contain advertisements? Do the ads distract from the page’s content, affect the page’s reliability, or appear to be the main focus of the page? Might they be necessary to support the organization responsible for the page?
There is only one ad on the page and it is for donations to the site.
INTENDED AUDIENCE
Who appears to be the intended audience for this information/page?
The site appears to be intended for people looking for information about global warming.
Does the level or complexity of information provided, the vocabulary used, and the overall tone of the information/page match your needs?
While the site contains some "big words", it does a good job explaining using layman terms.
CURRENTNESS
When was the information on the page created or last updated?
The site appears current, but I couldn't locate a creation date.
Are the dates of articles, news stories, newsletters, reports and other publications given?
Not on this page, but other articles include dates.
Is the page properly maintained or does it have broken links, outdated events calendars or other signs of neglect?
The page is update and contains no broken links.
RELIABILITY
Is the content peer-reviewed, authenticated by experts, or subject to some sort of editorial scrutiny?
They have a panel of experts on various environmental issues. They include sources from other sources, but no peer-review.
Does the page display any awards given by reliable sources, or link to favorable site reviews by reliable sources?
Yes.
Considering your answers to the previous questions, other observations you’ve made, and your overall sense of the page, how reliable does this source seem?
While biased toward global warming, this appears to be a reliable resource.
CONCLUSIONS
Do you feel that this source is appropriate for your current assignment or information need?
Yes
Would you recommend this source to a friend doing similar research?
Yes
What reservations, if any, do you have about the source?
My only reservation is the site's obvious bias.
OPPOSING
Name of page: Is global warming caused by human activity?
Address/URL: http://home.comcast.net/~pdrallos131681/CO2/co2.pdf
Date Accessed: June 2, 2013
How did you find the page? Google
DOMAIN
What is the domain of the page?
.net
Do you feel that the domain type helps add to or lessen the page’s credibility?
I think the domain type lessens the page's credibility.
AUTHOR/AUTHORITY
Is the author of the page identified?
Yes. Paul Drallos, Ph. D (Physics)
Is the author of the page an individual? (ex. John Jones as the author of his own website)
Yes
If the author is an individual:
Is the author clearly affiliated with a corporation, institution, organization or group?
I do not see any corporation or institute the author is affiliated with.
If so, does this affiliation lend credibility to the author?
Are the author’s educational, occupational or other credentials identified?
The author has a PhD in Physics.
Is the author a professional in the field or a layperson interested in the subject?
Professional, but not in the field of environmental science.
Does the author present any other evidence that supports his/her ability to accurately present the information that he/she is presenting?
The author presents evidence and graphs.
Does the author display any obvious bias (religious, political, commercial or other)?
The author is obviously biased stating "only irrational logic could support such a choice" when referring to global warming.
Is the author the original creator of the information presented?
Yes.
If not, does the author acknowledge the sources of the information he/she is presenting?
The author offers references for his supporting data.
Does the author provide his/her contact information (usually an e-mail address)?
No.
In conclusion, do you feel that the author is qualified to present the information found on his/her web page?
No.
INTENT
Is the purpose of the page clearly stated?
The pages purpose is stated. However, I'm not sure if he is pointing out that global warming is a falsehood or the science behind it is faulty.
What is or appears to be the purpose of the page?
The purpose of the page is to present an opposing view of global warming.
Does the page contain advertisements? Do the ads distract from the page’s content, affect the page’s reliability, or appear to be the main focus of the page? Might they be necessary to support the organization responsible for the page?
No ads.
INTENDED AUDIENCE
Who appears to be the intended audience for this information/page?
The site appears to be intended for people who oppose global warming.
Does the level or complexity of information provided, the vocabulary used, and the overall tone of the information/page match your needs?
The site contains simple words.
CURRENTNESS
When was the information on the page created or last updated?
July 9, 2008/Updated October 24, 2009
Are the dates of articles, news stories, newsletters, reports and other publications given?
Yes.
Is the page properly maintained or does it have broken links, outdated events calendars or other signs of neglect?
The PDF version of the page is ok; however, the site is full of broken links and missing images.
RELIABILITY
Is the content peer-reviewed, authenticated by experts, or subject to some sort of editorial scrutiny?
No.
Does the page display any awards given by reliable sources, or link to favorable site reviews by reliable sources?
No
Considering your answers to the previous questions, other observations you’ve made, and your overall sense of the page, how reliable does this source seem?
I wouldn't consider this a reliable source.
CONCLUSIONS
Do you feel that this source is appropriate for your current assignment or information need?
No
Would you recommend this source to a friend doing similar research?
No
What reservations, if any, do you have about the source?
It is obviously biased and doesn't contain enough expertise or evidence.
Chose a claim to verify. Using Google, find two websites - one supporting, one disputing. Use the Website Evaluation Checklist.
CLAIM:
Human activity since the Industrial Revolution has increased the amount of greenhouse gases in the atmosphere, leading to increased radiative forcing from CO2, methane, tropospheric ozone, CFCs and nitrous oxide.
SUPPORTING
Name of page: How we know human activity is causing warming
Address/URL: http://www.edf.org/climate/human-activity-causes-warming
Date Accessed: June 2, 2013
How did you find the page? Google
DOMAIN
What is the domain of the page?
.org
Do you feel that the domain type helps add to or lessen the page’s credibility?
This page is provided by the Environmental Defense Fund. Since they are organized to save the environment, they would be biased toward global warming.
AUTHOR/AUTHORITY
Is the author of the page identified?
No
Is the author of the page an individual? (ex. John Jones as the author of his own website)
The author of the page is not identified.
If no individual author is identified, is the corporation, institution, organization or group responsible for the web site clearly identified?
The page is clearly identified as the Environmental Defense Fund.
If the author is a corporation/institution/organization or other group:
Does the organization have a reputation for credibility?
The organization has a reputation for being knowledgable about environmental concerns. The website lists the panel of experts that contribute to the site.
Does the organization explain its purpose, mission, goals, or guiding principles?
The organization includes its mission statement and history on their website.
Does the organization provide the names of its officers, editors, staff or other major participants?
The organization has a plethora of information, including history, contact information, offices, annual reports and financial information.
Does the organization provide contact information (phone, address, or at least an e-mail address)?
Yes.
Does the organization appear to filter the information appearing under its name?
It appears to.
Does the organization display any obvious signs of bias?
The organization is dedicated to the defense of the environment. Therefore, they will be biased toward global warming and the effects of humans on the environment.
In conclusion, do you think that this organization is qualified to present the information found on its web page?
With the list of experts and history, I believe that this webisite is qualified to present the information found on its web page.
INTENT
Is the purpose of the page clearly stated?
The pages purpose is clearly stated.
"As far as scientists are concerned, it's case closed: human activity is causing the Earth to get warmer, primarily through the burning of fossil fuels, with a smaller contribution from deforestation. All other scientific explanations for why the Earth is getting warmer have been eliminated."
What is or appears to be the purpose of the page?
This pages explains why they believe human activity is the cause of global warming and attempts to persuade readers of the same.
Does the page contain advertisements? Do the ads distract from the page’s content, affect the page’s reliability, or appear to be the main focus of the page? Might they be necessary to support the organization responsible for the page?
There is only one ad on the page and it is for donations to the site.
INTENDED AUDIENCE
Who appears to be the intended audience for this information/page?
The site appears to be intended for people looking for information about global warming.
Does the level or complexity of information provided, the vocabulary used, and the overall tone of the information/page match your needs?
While the site contains some "big words", it does a good job explaining using layman terms.
CURRENTNESS
When was the information on the page created or last updated?
The site appears current, but I couldn't locate a creation date.
Are the dates of articles, news stories, newsletters, reports and other publications given?
Not on this page, but other articles include dates.
Is the page properly maintained or does it have broken links, outdated events calendars or other signs of neglect?
The page is update and contains no broken links.
RELIABILITY
Is the content peer-reviewed, authenticated by experts, or subject to some sort of editorial scrutiny?
They have a panel of experts on various environmental issues. They include sources from other sources, but no peer-review.
Does the page display any awards given by reliable sources, or link to favorable site reviews by reliable sources?
Yes.
Considering your answers to the previous questions, other observations you’ve made, and your overall sense of the page, how reliable does this source seem?
While biased toward global warming, this appears to be a reliable resource.
CONCLUSIONS
Do you feel that this source is appropriate for your current assignment or information need?
Yes
Would you recommend this source to a friend doing similar research?
Yes
What reservations, if any, do you have about the source?
My only reservation is the site's obvious bias.
OPPOSING
Name of page: Is global warming caused by human activity?
Address/URL: http://home.comcast.net/~pdrallos131681/CO2/co2.pdf
Date Accessed: June 2, 2013
How did you find the page? Google
DOMAIN
What is the domain of the page?
.net
Do you feel that the domain type helps add to or lessen the page’s credibility?
I think the domain type lessens the page's credibility.
AUTHOR/AUTHORITY
Is the author of the page identified?
Yes. Paul Drallos, Ph. D (Physics)
Is the author of the page an individual? (ex. John Jones as the author of his own website)
Yes
If the author is an individual:
Is the author clearly affiliated with a corporation, institution, organization or group?
I do not see any corporation or institute the author is affiliated with.
If so, does this affiliation lend credibility to the author?
Are the author’s educational, occupational or other credentials identified?
The author has a PhD in Physics.
Is the author a professional in the field or a layperson interested in the subject?
Professional, but not in the field of environmental science.
Does the author present any other evidence that supports his/her ability to accurately present the information that he/she is presenting?
The author presents evidence and graphs.
Does the author display any obvious bias (religious, political, commercial or other)?
The author is obviously biased stating "only irrational logic could support such a choice" when referring to global warming.
Is the author the original creator of the information presented?
Yes.
If not, does the author acknowledge the sources of the information he/she is presenting?
The author offers references for his supporting data.
Does the author provide his/her contact information (usually an e-mail address)?
No.
In conclusion, do you feel that the author is qualified to present the information found on his/her web page?
No.
INTENT
Is the purpose of the page clearly stated?
The pages purpose is stated. However, I'm not sure if he is pointing out that global warming is a falsehood or the science behind it is faulty.
What is or appears to be the purpose of the page?
The purpose of the page is to present an opposing view of global warming.
Does the page contain advertisements? Do the ads distract from the page’s content, affect the page’s reliability, or appear to be the main focus of the page? Might they be necessary to support the organization responsible for the page?
No ads.
INTENDED AUDIENCE
Who appears to be the intended audience for this information/page?
The site appears to be intended for people who oppose global warming.
Does the level or complexity of information provided, the vocabulary used, and the overall tone of the information/page match your needs?
The site contains simple words.
CURRENTNESS
When was the information on the page created or last updated?
July 9, 2008/Updated October 24, 2009
Are the dates of articles, news stories, newsletters, reports and other publications given?
Yes.
Is the page properly maintained or does it have broken links, outdated events calendars or other signs of neglect?
The PDF version of the page is ok; however, the site is full of broken links and missing images.
RELIABILITY
Is the content peer-reviewed, authenticated by experts, or subject to some sort of editorial scrutiny?
No.
Does the page display any awards given by reliable sources, or link to favorable site reviews by reliable sources?
No
Considering your answers to the previous questions, other observations you’ve made, and your overall sense of the page, how reliable does this source seem?
I wouldn't consider this a reliable source.
CONCLUSIONS
Do you feel that this source is appropriate for your current assignment or information need?
No
Would you recommend this source to a friend doing similar research?
No
What reservations, if any, do you have about the source?
It is obviously biased and doesn't contain enough expertise or evidence.
Global Warming Article: Step One
Step One:
Does the Wikipedia article appear to be biased in any way or does it maintain neutrality?
Bias is when a statement reflects partiality, preference, or prejudice for or against a person, object or idea. The Wikipedia article on Global Warming is biased toward the global warming. The language within the article appeals to emotion calling for man to take action.
• What facts has the author omitted?
The author of this article omits information about differing viewpoints. While there is a section called "Global warming controversy", it mainly addresses the fact that there is a controversy. It didn't give differing opinions and states that "No scientific body of national or international standing disagrees with this view, though a few organisations have non-committal positions."
• What additional information is necessary?
Additional information on the Earth's natural temperature cycle would be important. The article mainly focuses on temperatures since the Industrial age and the 20th Century. How long have temperature records been kept? Has the Earth experienced Global warming before?
• What words create positive or negative impressions?
"Warming of the climate system is unequivocal..." Unequivocal means definite, clear, leaving no doubt. Use of this word points to no other alternates. Other words and phrases used in the article to create a negative impression of global warming include: threat and dangerous anthrogenic. Additionally, I noticed that the article referred to "expert judgement". Who are these experts?
• What impression would I have if different words had been used?
Had a word other than "unequivocal" been used, global warming may not be considered of dire importance. Had the "experts" been named, more or less credability may have been given to their opnions and research.
Does the Wikipedia article appear to be biased in any way or does it maintain neutrality?
Bias is when a statement reflects partiality, preference, or prejudice for or against a person, object or idea. The Wikipedia article on Global Warming is biased toward the global warming. The language within the article appeals to emotion calling for man to take action.
• What facts has the author omitted?
The author of this article omits information about differing viewpoints. While there is a section called "Global warming controversy", it mainly addresses the fact that there is a controversy. It didn't give differing opinions and states that "No scientific body of national or international standing disagrees with this view, though a few organisations have non-committal positions."
• What additional information is necessary?
Additional information on the Earth's natural temperature cycle would be important. The article mainly focuses on temperatures since the Industrial age and the 20th Century. How long have temperature records been kept? Has the Earth experienced Global warming before?
• What words create positive or negative impressions?
"Warming of the climate system is unequivocal..." Unequivocal means definite, clear, leaving no doubt. Use of this word points to no other alternates. Other words and phrases used in the article to create a negative impression of global warming include: threat and dangerous anthrogenic. Additionally, I noticed that the article referred to "expert judgement". Who are these experts?
• What impression would I have if different words had been used?
Had a word other than "unequivocal" been used, global warming may not be considered of dire importance. Had the "experts" been named, more or less credability may have been given to their opnions and research.
Wednesday, May 29, 2013
Introduction - EDUC 6816
And on the sixth day, Frontier delivered onto the household a new modem. And it was good...
So, I'm back from the Stone Ages and have Internet again. While I was starting to get twitchy, my 8-year old didn't know how to function without it. She just kept complaining that her iPad wasn't working.
Introduction -
Hello, again (to many of you). My name is Anita. Currently, I work as the financial secretary for both Braxton County High and Middle Schools. I have worked in the school system for almost 14 years. Someday, I hope to get a job as a Business Education teacher.
Information literacy is vital in today's society. There is so much information. It is important to be about to determine what is fact and what is fiction. I hope to be able to pass this information on to my future students.
The video "The Machine is Us/ing Us" shows how the Web is constantly evolving and how we are attached to it. "The Machine" learns from the information we put into it and how it is used. I really enjoyed the video.
Information literacy is a crucial skill in the pursuit of knowledge. Simply put, we must understand what information is needed and have to find accurate and truthful information.
I found this video and liked what it said, "Just because you find a lot of information does not mean you have found good information!"
So, I'm back from the Stone Ages and have Internet again. While I was starting to get twitchy, my 8-year old didn't know how to function without it. She just kept complaining that her iPad wasn't working.
Introduction -
Hello, again (to many of you). My name is Anita. Currently, I work as the financial secretary for both Braxton County High and Middle Schools. I have worked in the school system for almost 14 years. Someday, I hope to get a job as a Business Education teacher.
Information literacy is vital in today's society. There is so much information. It is important to be about to determine what is fact and what is fiction. I hope to be able to pass this information on to my future students.
The video "The Machine is Us/ing Us" shows how the Web is constantly evolving and how we are attached to it. "The Machine" learns from the information we put into it and how it is used. I really enjoyed the video.
Information literacy is a crucial skill in the pursuit of knowledge. Simply put, we must understand what information is needed and have to find accurate and truthful information.
I found this video and liked what it said, "Just because you find a lot of information does not mean you have found good information!"
Sunday, May 26, 2013
Week #1 - Information Literacy and Wikipedia
My Internet is messed up (has been since Wednesday). I can't load any videos or TaskStream. I've put a trouble ticket in with Frontier and they tell me it is going to be fixed by Tuesday. Here's hoping. I hate Frontier. I'll update my blog as soon as I can watch videos.
*******************************
Through the Internet, people are able to express and share a variety of opinions and ideas. The Internet brings new perspectives and opportunities to people. Information literacy allows people to evaluate and research information beyond what they are provided through mainstream media. The video talks about video images that were released, which would have never been seen had people not been able to release them through the Internet.
The Internet cannot be limited or filtered. The video talks about how Australia tried to enact an Internet filtering and monitoring system and how it quickly failed. In a short time, it was shown that the system didn't work. The video points out that the "Filter would cover only 0.00000000000000001% of 1 TRILLION web pages." People will find a way to get information through the Internet to the people who need it.
People should be educated to understand how to interpret the messages they receive. With the massive amount of information available today, information literacy and critical literacy skills are vital for people to make informed decisions. Through teaching students who to be informed media viewers, educators enable them to become problem solvers, use judgement in forming opinions and allow them to view multiple perspectives.
Used correctly, Wikipedia can be a good informational resource. However, since it is open to anonymous editing, it should be used sparingly or as a "starting" place. Wikipedia entries usually contain links to other informational resources including research journals and articles. It is important that students are able to determine what is a reliable source.
*******************************
Through the Internet, people are able to express and share a variety of opinions and ideas. The Internet brings new perspectives and opportunities to people. Information literacy allows people to evaluate and research information beyond what they are provided through mainstream media. The video talks about video images that were released, which would have never been seen had people not been able to release them through the Internet.
The Internet cannot be limited or filtered. The video talks about how Australia tried to enact an Internet filtering and monitoring system and how it quickly failed. In a short time, it was shown that the system didn't work. The video points out that the "Filter would cover only 0.00000000000000001% of 1 TRILLION web pages." People will find a way to get information through the Internet to the people who need it.
People should be educated to understand how to interpret the messages they receive. With the massive amount of information available today, information literacy and critical literacy skills are vital for people to make informed decisions. Through teaching students who to be informed media viewers, educators enable them to become problem solvers, use judgement in forming opinions and allow them to view multiple perspectives.
Used correctly, Wikipedia can be a good informational resource. However, since it is open to anonymous editing, it should be used sparingly or as a "starting" place. Wikipedia entries usually contain links to other informational resources including research journals and articles. It is important that students are able to determine what is a reliable source.
I found this graphic on allpurposeguru.com and found it appropriate for the discussion. This blog discusses the importance of information literacy.
Monday, May 20, 2013
Sunday, May 5, 2013
Sunday, April 28, 2013
Week 14 - Rough Draft
Google Doc link to Rough Draft
This is not a complete Rough Draft. Mostly, it is my title page and abstract. Work in progress.
This is not a complete Rough Draft. Mostly, it is my title page and abstract. Work in progress.
Where did last week go?! (Week 13)
I'm not sure if it is computer or brain issues. But I keep posting things that mysteriously disappear. Let me try this again.
The question I chose to write my literature review on is:
"How can classrooms be transformed to motivate students they way games do?"
I chose this question because my experience with several students is that they lack motivation. Teens seem to be motivated by digital literacies and it is important to figure out how to transfer that motivation to the classroom.
Possible Resources.
Computer Games Functioning as Motivation Stimulants
Video Games in the Middle School Classroom
motivation to learn?
Using the technology of today, in the classrooms of today
Baek, Y. (2010). Gaming for Classroom-based Learning : Digital Role Playing As a Motivator of Study. [N.p.]: Information Science Reference.
Burleson, W. (2005). Developing creativity, motivation, and self-actualization with learning systems.International Journal of Human-Computer Studies, 63,436-451.
Lepper, M. R. & Malone, T. W. (1987). Intrinsic motivation and instructional effective in computer-based education. In R. E. Snow & M. J. Farr (Eds.). Aptitude, learning and instruction: III. Cognitive and effective process analysis (pp. 255-186). Hillsdale, NJ: Erlbaum.
Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education, 94(1), 87-101. Retrieved from http://ezproxy.fairmontstate.edu/login?url=http://search.proquest.com/docview/217964349?accountid=10797
I have been pleasantly surprised in the amount of information online about gaming as a motivator.
The question I chose to write my literature review on is:
"How can classrooms be transformed to motivate students they way games do?"
I chose this question because my experience with several students is that they lack motivation. Teens seem to be motivated by digital literacies and it is important to figure out how to transfer that motivation to the classroom.
Possible Resources.
Computer Games Functioning as Motivation Stimulants
Video Games in the Middle School Classroom
motivation to learn?
Using the technology of today, in the classrooms of today
Baek, Y. (2010). Gaming for Classroom-based Learning : Digital Role Playing As a Motivator of Study. [N.p.]: Information Science Reference.
Lepper, M. R. & Malone, T. W. (1987). Intrinsic motivation and instructional effective in computer-based education. In R. E. Snow & M. J. Farr (Eds.). Aptitude, learning and instruction: III. Cognitive and effective process analysis (pp. 255-186). Hillsdale, NJ: Erlbaum.
Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T. (2005). Pedagogies of engagement: Classroom-based practices. Journal of Engineering Education, 94(1), 87-101. Retrieved from http://ezproxy.fairmontstate.edu/login?url=http://search.proquest.com/docview/217964349?accountid=10797
I have been pleasantly surprised in the amount of information online about gaming as a motivator.
Sunday, April 14, 2013
More Revisions...Almost Final!
My game is becoming extremely long. I would like to put a list in that makes the cars a different price with different terms and interest rates each time. Still working on how to do that.
Sunday, April 7, 2013
Double Journal Entry #10
"Enthusiasts argue that children learn many important skills through gameplay, and, hence that computer games will make formal learning more pleasurable, motivating and effective (Mitchell & Savill-Smith, 2004). Sceptics tend to argue that computer games might have negative effects on people’s attitudes and behaviour (Anderson & Dill, 2000; Walsh, Gentile, Gieske, Walsh & Chasko, 2004). What is more, they suggest computer games will shift people’s focus away from more worthy activities such as reading and writing, doing math and science or playing outdoors."
As with any new idea that comes along, learning through gameplay is going to have the enthusiasts as well as sceptics. Therefore, it is the job of the enthusiasts to show that there is more to their enthusiasm than "the kids will enjoy it". It must be about learning and enthusiasts must be equipped with research and facts that show how this learning takes place.
"For example, Ceci and Roazzi (1994) compared children’s problem solving in two different contexts and discovered that context might be crucial because different contexts elicit different strategies and activate different knowledge structures in the mind, something which might allow for more efficient information processing. They found that students did significantly better when a task was presented in the context of a game rather than in the context of a test."
I found this quote really interesting because I could totally relate. I have always been one of those people that don't test well. Just the thought of a test, makes me a nervous wreck - the timed part, the bubbles to fill in...it stresses me out. However, I usually have no problem showing that I have learned a concept in other ways. Using gameplay as a way for students to show understanding of a concept really interests me. I think it could help those students with 'test stress'.
"To summarise, changing institutional practices involves complex transformations, which might be facilitated by incorporating game-like features. But, gaming cannot or should not be conceived as something which in and by itself will make learning more meaningful, fun or pleasurable."
This quote relates to the first quote that I chose. Incorporating game-like features into classroom practices is not enough in itself. While gameplay may make learning more meaningful and fun, it is important to remember that the games must reinforce core learning concepts. Simply having a game in class isn't enough. You must give students the background and review that they are learning the concepts. The games may provide motivation, but educators must make sure that the concepts are being understood.
I found this article by Marc Pensky about The Motivation of Gameplay.
As with any new idea that comes along, learning through gameplay is going to have the enthusiasts as well as sceptics. Therefore, it is the job of the enthusiasts to show that there is more to their enthusiasm than "the kids will enjoy it". It must be about learning and enthusiasts must be equipped with research and facts that show how this learning takes place.
"For example, Ceci and Roazzi (1994) compared children’s problem solving in two different contexts and discovered that context might be crucial because different contexts elicit different strategies and activate different knowledge structures in the mind, something which might allow for more efficient information processing. They found that students did significantly better when a task was presented in the context of a game rather than in the context of a test."
I found this quote really interesting because I could totally relate. I have always been one of those people that don't test well. Just the thought of a test, makes me a nervous wreck - the timed part, the bubbles to fill in...it stresses me out. However, I usually have no problem showing that I have learned a concept in other ways. Using gameplay as a way for students to show understanding of a concept really interests me. I think it could help those students with 'test stress'.
"To summarise, changing institutional practices involves complex transformations, which might be facilitated by incorporating game-like features. But, gaming cannot or should not be conceived as something which in and by itself will make learning more meaningful, fun or pleasurable."
This quote relates to the first quote that I chose. Incorporating game-like features into classroom practices is not enough in itself. While gameplay may make learning more meaningful and fun, it is important to remember that the games must reinforce core learning concepts. Simply having a game in class isn't enough. You must give students the background and review that they are learning the concepts. The games may provide motivation, but educators must make sure that the concepts are being understood.
I found this article by Marc Pensky about The Motivation of Gameplay.
Tuesday, April 2, 2013
Week 11 - Revisions
Taking suggestions from my commenters, I increased the time the text shows on the screen, fixed "minimum wage" to $7.25/hour, fixed all the math that was associated with that, added that if the student chooses "no" on the first screen it tells them to click the green flag to start over. Currently, I'm working on giving the choices of 3 cars and getting the math to work on that. I thought that students would have the choice of 3 cars with 3 different prices, APRs and length of payments. I'm trying to figure out how I can show students how they need to do the math to figure it out.
Sunday, March 31, 2013
Rough Rough Rough Draft
Here's my extremely rough draft. I still have to add the part where they actually shop for the car :)
Journal Entry #9?
Why should programming be part of
school curriculum?
According to Kafai, Peppler and Chiu, "youth require technological fluency of how to construct new media in order to become critical consumers and producers." The authors point out that urban youths are often in the forefront of media adaptations; however, they are on the sidelines in the terms of technology. In order for students to reach their full potential, they should have a strong understanding of what goes into producting the media as well as the more creative aspect. Within programming, students' abilities stretch beyong the arts into reading, science and math.
What are the barriers to implementing
programming in schools?
One of the biggest barriers to implementing programming in schools is convincing people it is important. "In our current era of increased accountability, pedagogy is strictly monitored in today's schools via national and state standards, which CTCs are usually left to their own devices to determine their respective learning approaches." Currently, curriculum revolves around "teaching to the test." There is little or no time to implement programs such as Computer Clubhouse. Technology and media have a huge impact on society. How can teachers ignore that impact and lessen its value? To incorporate programming would require teachers with training in that area, very few currently have the qualifications or desire to get them.
How can barriers to implementing
programming in schools be overcome?
Only through education and example, can the barriers to implementing programming in schools be overcome. We live in a world where everyone is looking for results. In order to show the importance of implementing programming, we must show the results students in programs such as Computer Clubhouse have achieved. Adults must be involved with the process. Simply providing access is not enough. "Realizing that simply providing access to programming software would be insufficient, we created opportunities for Clubhouse members to interact with adult mentors who were learning to program as well. By introducing Undergraduate mentors and hosting Scratch workshops and showcasing events, we sought to establish new norms around programming.
I found this video entitled "Sims Says Coding as Important as Reading, Writing".
Storyboard
I am still trying to hash this all out. Right now, I have a rough story board and an even rougher game started. I have found a game that calculates monthly payments, so I know Scratch can do it. This is my Spring Break from work. I hope to get lots done of my game. However, the fan on my computer is dying and I have to ship it off to be fixed. Aaargh! They tell me they have a 3 to 5 day turn around. Let's hope.
Here's my storyboard. I think level one will be helping the character determine her monthly car budget and level two will be finding a car in that range.
Here's my storyboard. I think level one will be helping the character determine her monthly car budget and level two will be finding a car in that range.
Sunday, March 24, 2013
Double Entry Journal #8
Quote:
“Brandy’s case illustrates that computation can be used as a way to tell stories or to create personally meaningful artwork in the case of the birthday card. Computation is also a learned skill that becomes useful as youth, even those like Brandy who are unable to read, can use for creative production.”
Reflection:
This quote stuck out to me because it illustrates how literacy encompasses more than reading and writing. Creativity allows students who are weak in core subjects the ability to express themselves. Technology gives these students this creative outlet. I hadn't thought of the computation side in relation to "artwork".
I found a quote by Steve Jobs that I thought was interesting.
“Brandy’s case illustrates that computation can be used as a way to tell stories or to create personally meaningful artwork in the case of the birthday card. Computation is also a learned skill that becomes useful as youth, even those like Brandy who are unable to read, can use for creative production.”
Reflection:
This quote stuck out to me because it illustrates how literacy encompasses more than reading and writing. Creativity allows students who are weak in core subjects the ability to express themselves. Technology gives these students this creative outlet. I hadn't thought of the computation side in relation to "artwork".
I found a quote by Steve Jobs that I thought was interesting.
“In my perspective … science and computer science is a liberal art, it’s something
everyone should know how to use, at least, and harness in their life.
It’s not something that should be relegated to 5 percent of the population over in the corner.
It’s something that everybody should be exposed to and everyone should
have mastery of to some extent, and that’s how we viewed
computation and these computation devices.”
Then I found this video on computational creativity:
Game Ideas
Here is a grocery budget game:
Sunday, March 10, 2013
Double Journal Entry #7
Quote:
"To effectively transfer learners’ motivation from playing to learning, teachers must repeatedly play a given game and design rigorous learning activities that correspond to the game. Only through this investment can the learner unveil the layers of the game design and connect game-related elements to curriculum-related matters, especially when the function of most game designs is to entertain and engage players, not to educate them."
Reflection:
This quote stuck with me because I think that it is important that educators realize that there is more to using a gaming literacies in a classroom than simply sitting a student in front of a game. While the game may provide the initial motivation, teachers need to design learning activities around the game to enhance student learning. Teachers need to provide students with the opportunity to reflect on their gaming experience and collaborate with peers. Recently, I have been playing several word games with my daughter. I am trying to "sneak" learning into her. The fact that we're using her iPad to play a game motivates her, but if I don't follow that motivation up with discussion about spelling rules or why one answer is correct and another isn't, she can miss the whole point of the experience.
I came across this video while I was searching for information about learning design. While it doesn't really have anything to do with game design, I really liked the message and thought I'd share it anyway.
Then I found "What does Game-based learning Offer Higher Education?" Still not really related...but I was on a roll :)
"To effectively transfer learners’ motivation from playing to learning, teachers must repeatedly play a given game and design rigorous learning activities that correspond to the game. Only through this investment can the learner unveil the layers of the game design and connect game-related elements to curriculum-related matters, especially when the function of most game designs is to entertain and engage players, not to educate them."
Reflection:
This quote stuck with me because I think that it is important that educators realize that there is more to using a gaming literacies in a classroom than simply sitting a student in front of a game. While the game may provide the initial motivation, teachers need to design learning activities around the game to enhance student learning. Teachers need to provide students with the opportunity to reflect on their gaming experience and collaborate with peers. Recently, I have been playing several word games with my daughter. I am trying to "sneak" learning into her. The fact that we're using her iPad to play a game motivates her, but if I don't follow that motivation up with discussion about spelling rules or why one answer is correct and another isn't, she can miss the whole point of the experience.
I came across this video while I was searching for information about learning design. While it doesn't really have anything to do with game design, I really liked the message and thought I'd share it anyway.
Then I found "What does Game-based learning Offer Higher Education?" Still not really related...but I was on a roll :)
Sunday, March 3, 2013
Double Entry Journal #6
Quote:
"As educators continue the quest to ensure that all students have the opportunity to participate fully in society, multiple paths for learning must be explored. Although in its infancy, game-based technologies hold promise in forging new models of learning and teaching for the formal schooling process. Central to this challenge in the 21st century is finding cross-sector partners who are willing to take up the research and development mantel in order to shed more light on the educational benefits of games. "
Reflection:
As I was reading the article, I was struck by the section where it talked about Webkinz and Club Penguin. My 8 year old daughter has been using both of these programs for a couple years. Her interaction with the programs was more about moving through the worlds and decorating rooms, than dealing with the social aspect, until recently. However, it shows that children are being exposed to technology at a younger age all the time. In order to take advantage of digital literacies, educators are going to have to be committed to staying abreast of all the latest trends in technology. I imagine what I learn today will be "old-school" by the time my daughter reaches high school. A commitment to digital literacies will require a commitment to lifetime learning on the educator's part also.
With that in mind, I googled "new technologies in education" and found this article on new technologies set to "change education" - what I found is that we're on the cusp!
"As educators continue the quest to ensure that all students have the opportunity to participate fully in society, multiple paths for learning must be explored. Although in its infancy, game-based technologies hold promise in forging new models of learning and teaching for the formal schooling process. Central to this challenge in the 21st century is finding cross-sector partners who are willing to take up the research and development mantel in order to shed more light on the educational benefits of games. "
Reflection:
As I was reading the article, I was struck by the section where it talked about Webkinz and Club Penguin. My 8 year old daughter has been using both of these programs for a couple years. Her interaction with the programs was more about moving through the worlds and decorating rooms, than dealing with the social aspect, until recently. However, it shows that children are being exposed to technology at a younger age all the time. In order to take advantage of digital literacies, educators are going to have to be committed to staying abreast of all the latest trends in technology. I imagine what I learn today will be "old-school" by the time my daughter reaches high school. A commitment to digital literacies will require a commitment to lifetime learning on the educator's part also.
With that in mind, I googled "new technologies in education" and found this article on new technologies set to "change education" - what I found is that we're on the cusp!
Sunday, February 24, 2013
Double Entry #5
Quote:
"One concern I have for future game play is the lack of participation by all students. The gameplay was conducted as a whole class activity utilizing one computer, a data projector and an interactive whiteboard. Five students who remained actively engaged throughout the semester tended to dominate gameplay. Although the remaining students were engaged, they remained more passive and rarely offered suggestions to the student game controller. These students may have been more involved if I had three groups of four students playing the game at different computers."
Reflection:
While reading "Civilization III and Whole Class Play in High School Social Studies Class", I wondered about student engagement during this activity. In my experience, I have found that there are usually a few students who take command in a project. I would be interested in who the project went with several smaller groups of students playing. Would there have been a completion to build the biggest and best civilization? I think it is important to make sure that all students have the opportunity to participate in the game. I like the idea of using a game like Civilization to reinforce learning in a Social Studies class.
Each week as I read the articles, I think "OH! This would be cool to do with an!" I'm not having the same excitement about Business related games. I'm going to have to get additional certifications. As a future Business Ed teacher, I would like to find a way to offer reinforcement to core subject areas. For example, if the English class is reading a Shakespeare play, have students in a computer application class create a virtual tour of the Globe Theater. I just can't imagine how in actuality that would work.
I found this Prezi presentation about Civilization III being used in the classroom.
"One concern I have for future game play is the lack of participation by all students. The gameplay was conducted as a whole class activity utilizing one computer, a data projector and an interactive whiteboard. Five students who remained actively engaged throughout the semester tended to dominate gameplay. Although the remaining students were engaged, they remained more passive and rarely offered suggestions to the student game controller. These students may have been more involved if I had three groups of four students playing the game at different computers."
Reflection:
While reading "Civilization III and Whole Class Play in High School Social Studies Class", I wondered about student engagement during this activity. In my experience, I have found that there are usually a few students who take command in a project. I would be interested in who the project went with several smaller groups of students playing. Would there have been a completion to build the biggest and best civilization? I think it is important to make sure that all students have the opportunity to participate in the game. I like the idea of using a game like Civilization to reinforce learning in a Social Studies class.
Each week as I read the articles, I think "OH! This would be cool to do with an
I found this Prezi presentation about Civilization III being used in the classroom.
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